Action-Pack-3-TB

● Pupils sing their verses to the class. Lesson 7 ● Ask the pupils if they can identify the two lines that end Outcomes To pronounce short learned words and with words that rhyme (not, hot). Ask them if they know sentences correctly any other words that have the same rhyming pattern, for To interact with short, simple rhymes and example, got. Ask if they know any words that rhyme with songs the final word in the other lines. Alternatively, you could To write short simple words and short, write a rhyming word on the board, for example, words, simple sentences on familiar topics for new, too and ask them to locate the word in the song that specific purposes rhymes with it. To apply knowledge of spelling and punctuation Tapescript To write legibly and neatly Are you listening to the guide? Structures The present continuous: Yes, I am. Yes, I am! She’s walking in the mountains with the class. He’s talking about animals and birds. Are you listening to the guide? Yes, I am. Is the teacher walking with you? Functions Asking and answering questions Yes, she is. Yes, she is. Identifying animals She’s walking in the mountains with the class. Describing actions Singing a song Are you getting cold and tired? No, I’m not. No, I’m not. Topic Animals I’m happy and it’s sunny and it’s hot! Resources ■ Pupil’s Book page 45 Activity Book, Page 44, Exercise 6 Exercise 8, Sing ● Say Open your Activity Book at page 44. Look at Exercise 6. ■ Activity Book, page 45 ● Tell pupils to listen. Play the sentence. Pupils repeat. Exercise 7, Look and write ● Tell pupils to listen again and write the words in the ■ Activity Book, page 45 sentence. Exercise 8, Listen, complete and check ● Pupils compare their spelling with that of a partner. ● Check answers as a class. ■ Cassette, Pupil’s Book, Unit 11, Exercise 8 ■ Cassette, Activity Book, Unit 7, Exercise 8 Tapescript ■ Extra practice worksheet 5: Find the I hear with my two ears. differences Answers Revision hear with my two ears. ● Play the recording of the song again and ask pupils to join in. Then ask groups to sing their verse while miming. End the lesson ● Ask questions about the song, for example, Who are you ● Write some of the animal words from this unit on the listening to? (I am listening to the guide.); What’s he talking about? board in a jumbled format, for example, poledar. Pupils (He’s talking about animals and birds.); What is the teacher write the letters in the correct order, for example leopard. doing? (She’s walking.); Where’s she walking? (She’s walking in the mountains.); Are you cold and tired? (No, I’m not.); What’s the weather like? (It’s sunny and hot.) Activity Book, Page 45, Exercise 7 ● Say Open your Activity Book at Page 45. Look at Exercise 7. ● Choose pupils to read the words. ● Ask a pupil to read the first sentence. Ask pupils to look at the second picture and give you a sentence using the words. Do the same with the last picture. ● Pupils write the sentences. Monitor as they are writing, checking their accuracy and neatness. Make sure they are spelling the words correctly and using punctuation. ● Check answers as a class. Choose pupils to read the sentences aloud. Answers 2. The fish are swimming. 3. The eagle is flying. Unit 11 101

Activity Book, Page 45, Exercise 8 ● Say Now look at Exercise 8. ● Ask pupils working in pairs to complete the song. ● Play the song again for pupils to check their answers. They then compare their answers with the words in the Pupil’s Book. ● Choose groups of pupils to sing each verse using their writing. Tapescript Are you listening to the guide? Yes, I am. Yes, I am! He’s talking about animals and birds. Is the teacher walking with you? Yes, she is. Yes, she is. She’s walking in the mountains with the class. Are you getting cold and tired? No, I’m not. No, I’m not. I’m happy and it’s sunny and it’s hot! Answers I am; I am birds she is; she is mountains I’m not; I’m not sunny Further practice ● Put the pupils in pairs. ● Photocopy Extra practice worksheet 5: Find the differences for each pair. Give each pupil in the pair one half of the worksheet. They do not show each other their picture. ● Tell them there are five differences between the pictures. They have to describe their picture to find the differences, for example, The eagle is sitting in the tree. The other pupil agrees or not and says what his/her picture shows. ● Go round and monitor as the pupils talk about their cards. ● Finally, go through the differences between the pairs of pictures with the whole class. Classroom Assessment With reference to the unit, pupils can: Scoring criteria Excellent Good Fair ask and answer questions about animals using Is it ...? Are they ...? Yes, it is. No it isn’t. talk about Wadi Mujib identify animals End the lesson ● Remind the pupils of the different things they have learned in this unit. Ask different pupils to give you the name of an animal. Ask other pupils to make a sentence about the animal, for example, cat – The cat is jumping. ● Congratulate pupils on all their hard work in Unit 11. Unit 11 102

Unit Review Lesson 1 Pupil’s Book, Page 46, Exercise 1 Outcomes To respond to short, simple questions ● Say Open your Pupil’s Book at page 46. before and after listening To use prior knowledge to participate in ● Ask pupils to look at the pictures and ask Who can you see? short, simple guided exchanges (Mum, Dad, Asma, Mazen); Where are they? (They are at home.); To recognise familiar short, simple words What animals can you see? (a leopard, a cat, a goat and an eagle); and phrases What are they doing in picture 4? (They are having lunch.) To use knowledge of punctuation to identify the meaning of what is being read ● Say Listen and read the story. Then tell me ‘What is Huda doing?’ To pronounce basic English sounds and their combinations in simple words and ● Ask pupils to listen to the recording and point to the words phrases as they listen. Elicit the answer to your question. (She’s drinking water.) Structures The present continuous: In this photo, we are having our lunch. ● Play the recording again. Pause after each sentence for the Huda is drinking water. pupils to repeat as a class. Play again and ask individuals The modal verb must for obligation: to repeat. Practise with the whole class if they are not. You must drink water when you are in the mountains. ● Ask pupils some questions: What does Asma have in her hand? The present simple with to be: (She has some photos of the class trip to Wadi Mujib.); What must There is/are: you drink when you are in the mountains? (You must drink water.); What animals and birds are there in Wadi Mujib? Where are the children sitting in picture 4? (They’re sitting near the There are cats, leopards, goats and eagles. river.) Functions Asking and answering questions ● Pupils work in groups of four to act out the story (Mum, Identifying animals Dad, Asma, Mazen). Monitor as they are reading, helping Talking about a nature reserve where necessary. Appreciating nature Describing actions ● Choose a couple of groups to act out the story in front of Expressing obligation the class. Unit 12 Review Vocabulary cat, drink (v), eagle, frog, goat, leopard, mountain, 1 Listen and read What animals and birds owl, river, sleep (v), wolf are there in Wadi Mujib? 1 Here are our photos of our class trip to Wadi Mujib! 2 Topic Revision Resources ■ Pupil’s Book, page 46 3 Huda is drinking There are cats, leopards, Exercise 1, Listen and read water. She’s thirsty. goats and eagles. Revision ■ Cassette, Pupil’s Book, Unit 12, Exercise 1 4 ■ Flashcards: cat, eagle, frog, goat, leopard, In this photo, owl, wolf we are having ■ Wall chart: Animals our lunch. ● Show the pupils the wall chart: Animals. Point to each You must drink water when We like going to picture and ask What’s this? Pupils give you the names of you are in the mountains. Wadi Mujib! the animals. 2 Say ● Point, for example, to the eagle and ask Is this a frog? Pupils reply No, it isn’t. It’s an eagle. You mustn’t shout. ● Ask seven pupils to come to the front. Give each of them You must listen one of the flashcards and a verb, for example, sleep, eat, run, 46 to the teacher. jump, drink, swim, fly. Each pupil holds up their flashcards and says what animal he/she has. ● They then mime their actions. Ask Is the eagle swimming? Choose a pupil to reply No, it isn’t. It’s flying. ● Then give pupils prompts, for example, cat – sleep. Choose a pupil to ask the question Is the cat sleeping? Another pupil replies No, it isn’t. It’s jumping. Unit 12 103

Tapescript Revision Asma: Here are our photos of our class trip to Wadi Mujib! ● Write the following on the board, and ask pupils to work in groups to complete the words. Tell them that the words are Dad: What animals and birds are there in Wadi Mujib? all animals they have learned previously: _ a _; Mazen: There are cats, leopards, goats and eagles. _ eo _ a _ _; _ oa _; o _ _; ea _ _ e; _ o _ _; _ _ o _ (cat, leopard, goat, owl, eagle, wolf, frog) Asma: Huda is drinking water. She’s thirsty. Mum: You must drink water when you are in the ● Choose pupils to spell and read the words aloud. ● Show pupils the wall chart: Animals. Point to the fully mountains. spelled-out words on the board and ask pupils to Mazen: In this photo, we are having our lunch. pronounce each one and point to the appropriate picture Asma: We like going to Wadi Mujib! on the wall chart. Further practice Pupil’s Book, Page 46, Exercise 1 ● Say Asma’s hungry. What’s she doing? (She’s eating.); Mazen’s ● Say Open your Pupil’s Book at page 46. Play the recording to tired. What’s he doing? (He’s sleeping.); Omar’s thirsty. What’s the class again while they read. Stop the recording every he doing? (He’s drinking.); You’re in the classroom. What are you now and then to ask pupils what the next word is. doing? (I’m listening.) ● Give pupils some sentences to correct, for example, Asma End the lesson has some photos of Amman. (No, Asma has some photos of Wadi Mujib.); There are lions in Wadi Mujib. (No, there aren’t. There ● Ask Would you like to go to Wadi Mujib? What animals do you are cats, leopards, goats and eagles.); Huda is drinking milk. (No, want to see? Do the animals like Wadi Mujib? (Yes.) Why? (They she isn’t. She’s drinking water.); You must eat a lot when you are are safe there.) in the mountains. (No, you must drink water.); The children have breakfast in Wadi Mujib. (No, they have lunch.) Lesson 2 ● Choose other groups to act out the story. Outcomes To follow short, simple oral instructions related to work in class Pupil’s Book, Page 46, Exercise 2 To participate in short, simple guided exchanges ● Say Look at Exercise 2 in your Pupil’s Book. Ask two pupils to To use reading strategies to identify meaning read the two sentences. in short, simple reading texts To pronounce short, simple questions and ● Ask pupils to give you further rules for the classroom. statements with correct intonation patterns To copy short, simple sentences correctly, Further practice legibly and neatly To write simple words and sentences on ● Ask pupils to make sentences about rules at home with familiar topics for specific purposes must and mustn’t. They do this in pairs. Structures The present continuous: ● Then ask pupils to share a sentence with the class, for In this photo, we are having our lunch. example, I must help my mother. Huda is drinking water. Activity Book, Page 46, Exercise 1 The modal verb must for obligation: You must drink water when you are in the ● Say Open your Activity Book at page 46. Look at Exercise 1. mountains. You mustn’t shout. ● Say Look at picture 1. What can you see? Go through all the The present simple with to be: pictures in this way. There is/are: What animals and birds are there in Wadi Mujib? ● Choose a pupil to read the example sentence. Go over the There are cats, leopards, goats and eagles. exercise orally with the class. ● Pupils write the sentences. Monitor as they are writing, checking for accuracy and neatness. Check the answers as a class by asking pupils to read the sentences aloud. Functions Asking and answering questions Answers Identifying animals Topic Appreciating nature 2. You must wear a hat. 3. You mustn’t run. Resources Describing actions 4. Mazen is thirsty. 5. There are cats and leopards. Expressing obligation 6. We are walking in the mountains. Unit 12 Matching descriptions with pictures Further practice 104 Revision ● Give sentences about the pictures for pupils to correct, for ■ Pupil’s Book, page 46 example, Mazen is hungry. The children are playing in the park. Exercise 1, Listen and read There are lions. Asma is drawing a picture. The children mustn’t wear hats. The children mustn’t walk. ■ Pupil’s Book, page 46 Exercise 2, Say End the lesson ■ Activity Book, Page 46 ● Ask Do you like walking in the mountains? What can you see in Exercise 1, Read, match and write the mountains? Pupils can talk about what they can see and show an appreciation of nature. ■ Cassette, Pupil’s Book, Unit 12, Exercise 1 ■ Wall chart: Animals

Lesson 3 ● Play the rest of the recording. Pupils silently match the dialogues and the pictures. Outcomes To respond to simple guided exchanges To recognise familiar short, simple words ● Play the recording again, pausing after each dialogue and and phrases eliciting the answers. To demonstrate recognition of short, simple words Tapescript To orally describe pictures, places and people in short, simple sentences 1 To use reading strategies to identify Girl 1: These are photos of our school trip to the meaning in short, simple texts museum. The museum is on the hill in Amman. Structures The present continuous: Girl 2: What’s Laila doing? Is she drawing? She’s reading about the museum. Girl 1: Yes, she is. She likes drawing very much. He’s looking at a page of old writing. 2 The modal verb must for obligation: Girl 2: What’s Aishah reading? Is she reading her He mustn’t touch it. schoolbook? Functions Asking and answering questions Girl 1: No, she isn’t. She’s reading about the museum. Describing actions 3 Vocabulary Expressing obligation Boy 1: What’s Ibrahim doing? What is he looking at? Topic Matching pictures Boy 2: He’s looking at a page of old writing. But he Resources hill, museum mustn’t touch it. It’s very old. 4 Revision Boy 1: What’s Jaber doing? Is he taking a photo? Boy 2: Yes, he is. He’s taking a photo of the museum. ■ Pupil’s Book, page 47 Exercise 3, Listen and point Answers ■ Activity Book, page 47 1. c 2. a 3. d 4. b Exercise 2, Read, match and say Unit 12 ■ Cassette, Pupil’s Book, Unit 12, Exercise 3 ■ Flashcards: hill, museum 3 Listen and point ■ Wall chart: In towns and cities a b Revision ● Show pupils the wall chart: In towns and cities. Then write cd on the board semumu. Ask the pupils to rearrange the letters to make a word (museum) and to point to the correct 4 Look and say 2 picture on the wall chart. 1 ● Show pupils the flashcards and ask What’s this? Ask further questions: Is there a hill near here? Is there a building on the hill? In 1, there is an What is it? Do you like going to museums? What do you like seeing? eagle. It is flying. Do you go to museums with your family? Which museums do you go to? ● Write out six activities on separate pieces of paper, for example, writing, drawing, taking a photo, reading, touching, sleeping. Fold them and put them in a hat or in your hands. Ask different pupils to choose a piece of paper, mime the action and ask What am I doing? The other pupils give sentences, for example, You are drawing. ● You can then ask further questions, for example, What is Jaber drawing? etc. Pupil’s Book, Page 47, Exercise 3 47 Unit 12 ● Say Open your Pupil’s Book at page 47, please. Further practice 105 ● Hold up your book and point to the children. Ask Are they ● Ask pupils a question about the pictures, for example, Is at school? (No, they are at a museum.) Laila taking a photo? (No, she isn’t. She’s drawing a picture.) ● Give pupils some information about the pictures: They are ● Pupils work in pairs to ask and answer similar questions. all about the Archaeological Museum in Amman. Pictures Monitor as they are speaking, helping where necessary. a and c are exhibits from the museum, picture c is a collection of old Jordanian coins and picture d is a sample ● Choose some pupils to ask and answer their questions in of an old scroll with a feather. front of the class. ● Say Listen. Which picture? Play the first dialogue of the recording and pause it. Ask pupils which picture it is about (c).

Activity Book, Page 47, Exercise 2 Revision ● Say Open your Activity Book at page 47. Look at Exercise 2. ● Show pupils the wall chart: Animals. Point to an animal, for example, cat and say Spell ‘cat’. Ask different pupils to ● Ask pupils to tell you what is happening in each picture, say each letter. Write it on the board as they say it. for example, In picture a, there is an owl. It is sitting in a tree. Encourage pupils to give as many sentences as they can ● Ask pupils to choose an animal. They say what it is and about each picture. think of an activity, but don’t say what it is. The rest of the class try to guess what the animal is doing, for example, Is ● Choose a pupil to read the first sentence (1). Hold your the frog jumping? The pupil replies, No, it isn’t./Yes, it Is. book up and point to the line. Say picture b (You musn’t touch). ● Pupils can practise in pairs. ● Pupils complete the rest of the exercise in the same way. Pupil’s Book, Page 47, Exercise 4 They can check their answers in pairs before you check the answers as a class. Choose pupils to read the sentence and ● Say Open your Pupil’s Book. Turn to page 47. give the picture letter. ● Choose a pupil to read the example sentences. Ask another Answers pupil to give you a sentence about picture 2, for example 2. d 3. a 4. c In 2, there is a cat. It is jumping. ● Pupils work in pairs talk about each picture. Monitor as End the lesson they are working and take a note of any mistakes. ● Ask pupils to give the class sentences. The class say which ● Begin sentences for the class to finish, for example, I am picture they are describing. drawing ... Pupils can say a picture. Ask the pupil to say the whole sentence. Other sentences could be I am talking, I am Further practice reading ..., I am touching ..., I am writing ..., etc. ● Ask the class to name the different animals they know. Lesson 4 Write them on the board. Outcomes To use prior knowledge to participate in ● Choose pupils to say the alphabet. short, simple guided exchanges ● Explain in Arabic that in a dictionary the words are in the To follow short, simple oral instructions related to work in class same order as the alphabet. Show them one if possible. To orally describe pictures, places and ● Ask them to put the first three words in alphabetical people in short, simple sentences order, for example, cat, eagle, goat. Help them. Ask them to Structures The present continuous: continue in pairs or small groups. It is flying. Functions The present simple with to be: ● Go over the list as a class. There is/are: Topic There is an eagle. End the lesson Resources Asking and answering questions ● Say In Wadi Mujib, I can see ... Ask a pupil to complete the Identifying animals sentence. Ask another pupil to repeat the sentence and add Talking about a nature reserve another animal. Continue until pupils can no longer repeat Appreciating nature the sentence correctly. Then begin again with another set of Describing actions pupils. See who can make the longest sentence. Identifying the differences between pictures Revision ■ Pupil’s Book, page 47 Exercise 4, Look and say ■ Wall chart: Animals Unit 12 106

LESSON 5 Pupil’s Book, Page 48, Exercise 5 Outcomes To recognise familiar short, simple words ● Say Open your Pupil’s Book at page 48. Look at Exercise 5. and phrases ● Ask pupils what they can see in the pictures. To use reading strategies to identify meaning ● Pupils read the paragraphs silently and try to match them in short, simple reading texts To use knowledge of punctuation to identify with the pictures. the meaning of what is being read ● Ask them to check their answers in pairs and to read the To orally describe pictures and places To ask for help paragraphs aloud. They should ask for help if they have To develop strategies to identify simple difficulty with any pronunciation. spoken words and short sentences and their ● Choose pupils to read the paragraphs. Check the answers. meaning Answers Structures The modal verb must for obligation: Functions You mustn’t climb them. 1. b 2. a 3. c The present simple with to be: There is/are: Unit 12 In my city, there is a museum. There are lots of trees. 5 Read and match a Prepositions of place: It’s on a hill, near my house. 1 In my city, there is a museum. It’s on a hill, Asking and answering questions near my house. Expressing obligation Talking about towns and cities 2 My favourite place is the c Expressing location old Roman Theatre. It’s in Talking about history the old city. b Matching descriptions with pictures 3 There is a park in my city. There are lots of trees. You mustn’t climb them. 6 Sing Vocabulary building, city, eat, guide (n), hotel, market, near, Are there any markets near Roman, theatre, shout (v), train station your school? Yes, there are! There are clothes Topic Revision and sweets and food. Resources ■ Pupil’s Book, page 48 Are there any big shops near Exercise 5, Read and match your house? No, there aren’t! There’s a big ■ Activity Book, page 47 shop near the park. Exercise 3, Listen and say yes or no Is there a restaurant in your street? ■ Cassette, Activity Book, Unit 12, Exercise 3 Yes, there is! There are lots of ■ Flashcards: hill, hotel, market, museum, things to eat. Roman Theatre, train station Is there a building on the hill? Yes, there is! It’s Roman and Revision very old. ● Show the pupils the flashcards. Pupils tell you what each 48 one is. Further practice ● Ask about the pupils’ town, for example, Is there a museum in our town? Is it near our school? Are the buildings in our town old or ● Ask a question about the paragraphs, for example, Is there a new? Which is your favourite building? theatre in the city? ● Ask What buildings are near here? Pupils reply, for example, ● Ask pupils to work in pairs and think about three more There is a hotel near here. questions. Monitor as they are working, checking that the questions are accurate. ● Say You are in the museum. What are the rules? Pupils tell you the rules with must and mustn’t, for example, You mustn’t run. ● Each pair sits with another pair and asks and answers the You mustn’t shout. You mustn’t touch things. You mustn’t eat. You questions. mustn’t drink. You must listen to the guide. ● Choose some pupils to ask and answer their questions in front of the class. Unit 12 107

Activity Book, Page 47, Exercise 3 Lesson 6 ● Say Open your Activity Book at page 47. Look at Exercise 3. Outcomes To follow short, simple oral instructions ● Ask pupils to describe each picture in as much detail as related to work in class To show enjoyment to simple rhymes and possible. songs in English ● Play the first sentence. Pause the recording. Pupils say Yes. To orally describe pictures and places ● Play the rest of the recording all the way through. Pupils To pronounce short, simple statements with correct intonation patterns listen and decide if the answer is Yes or No. To alphabetise a simple list ● Play the recording again, pausing after each sentence and Structures The present simple with to be: checking the answer. There is/are: ● Ask pupils to say each sentence. Is there a restaurant in your street? There are clothes and sweets and food. Tapescript 1 You mustn’t shout. Functions Asking and answering questions 2 There are a lot of trees in the park. Talking about towns and cities 3 There’s a school near the museum. Expressing location 4 The buildings are very old. Singing a song Answers 1. Yes 2. Yes 3. No 4. No Topic Revision End the lesson Resources ■ Pupil’s Book, page 48 Exercise 6, Sing ● Ask Do you like looking at old buildings? Do you want to go to the Roman theatre? Why do we put things in museums? Pupils can ■ Cassette, Unit 12, Exercise 6, Sing reply They are safe in a museum. ■ Flashcards: hotel, market, museum, ● Encourage pupils to talk about why history is important. Roman Theatre, train station ■ Wall chart: In towns and cities Unit 12 Revision 108 ● Show the pupils the wall chart: In towns and cities. Ask them to name the places as you point to their pictures hill, hotel, market, museum, train station. ● Ask five pupils to come to the front. Give each pupil a flashcard. Ask them to show the class and give a sentence, for example, There is a hotel in our town. ● Ask pupils to stand in a row as they do this. Then ask them to change places and turn around. ● Pupils make sentences, for example, The theatre is next to the market. If the pupil with the theatre flashcard is standing next to the pupil with the market flashcard, they turn around. If not, they stay with their backs facing the class. ● Continue until the pupils have found the correct order. You can play again with other pupils if you wish. Pupil’s Book, Page 48, Exercise 6 ● Say Open your Pupil’s Book at page 48. Look at Exercise 6. Look at the picture. What can you see? Pupils give as many sentences as possible about the pictures. ● Ask the pupils to describe what is happening in each scene. For example, suggest they give the people in the market scene names and perhaps describe what each person is doing there, for example, selling fruit, buying bananas, etc. or they describe who is eating in the restaurant and what each person has ordered. ● Say Listen. Follow the words. Play the song all the way through to the pupils. ● Play the first verse again, and ask pupils to join in. Repeat with the other verses. ● Divide the class into two groups. Give each group either verse 1 and 3 or 2 and 4 to read through and practise singing. Play the recording again and ask each group to sing their verses.

● Ask the pupils if they can identify the two lines that end Lesson 7 with words that rhyme (street, eat). Ask them if they know any other words that have the same rhyming pattern, Outcomes To show enjoyment of simple rhymes and for example, meat, sweet. Ask if they know any words that songs in English rhyme with the final word in the other lines, for example, To pronounce diphthongs, words and old, cold; hill, will. sentences correctly To use simple words in short sentences Tapescript To take part in short, guided exchanges To use reading strategies to identify Are there any markets near your school? meaning in short, simple reading texts Yes, there are! There are clothes and sweets and food. To recognise short, simple familiar words Are there any big shops near your house? and phrases No, there aren’t! There’s a big shop near the park. To write simple words and short, simple Is there a restaurant in your street? sentences on familiar topics for specific Yes, there is! There are lots of things to eat. purposes Is there a building on the hill? Yes, there is! It’s Roman and very old. Structures The present continuous: She’s reading about the museum. Further practice The modal verb must for obligation: You mustn’t climb them. ● Pupils ask and answer the questions of the song in pairs. The present simple with to be: Monitor as they are working. Ask some pupils to tell you There is/are: about their partner’s answers. Is there a restaurant in your street? Are there any big shops near your house? ● Ask What can you buy in a market? Pupils give you a list. Write it on the board. Ask the pupils to write the words in Functions Asking and answering questions alphabetical order, for example, aubergine, lamb, lentils, rice. Identifying animals Check by asking different pupils to read each word aloud. Describing actions Matching descriptions with pictures End the lesson Singing a song ● Ask What do you like to eat and drink in a restaurant? Elicit as many different foods as possible. Topic Revision Resources ■ Pupil’s Book, page 48 Exercise 6, Sing ■ Activity Book, page 48 Exercise 4, Listen and tick ■ Activity Book, page 48 Exercise 5, Read, complete and say ■ Cassette, Pupil’s Book, Unit 12, Exercise 6 ■ Cassette, Activity Book, Unit 12, Exercise 4 Revision ● Play the recording of the song in the Pupil’s Book to the class again. Pupils sing along. Groups then sing their verses. ● Revise the sounds practised in Units 9–11. Write the following words on the board in any order: train station, plane, shout, mountain, hear, ear. ● Point to the words and ask the class to say them. Practise the sound if they need further help. ● Choose pupils to come to the board and draw lines joining the same sounds. The rest of the class say if they are correct. The pupil then says the two words. ● Say the sounds, for example, /I´/ and ask pupils to say the words. Unit 12 109

Activity Book, Page 48, Exercise 4 Classroom Assessment ● Say Open your Activity Book at Page 48. Look at Exercise 4. In reference to the unit, pupils can: ● Ask pupils to describe each picture. Ask them questions to Scoring criteria Excellent Good Fair help them if necessary. describe actions using ● Play the first dialogue and pause the recording. Pupils give is drinking / are having you the correct answer (b). express obligation using ● Play the recording all the way through. Pupils decide on must/musn’t their answers. They compare with a partner. identify animals ● Play the recording again, pausing after each dialogue. Check the answers with the class. describe actions Tapescript End the lesson Boy 1: Look at my photos of animals and birds. ● Ask pupils Which is your favourite unit – 9, 10 or 11? Which is 1 your favourite story? Ask pupils to say what happened in their Boy 2: Are there any leopards? favourite story. Boy 1: Yes, look. There are leopards in this photo. And ● Congratulate pupils on all their hard work in Units 9–12. there’s an eagle. Look, it’s flying! 2 Boy 2: Is the owl eating? Boy 1: No, it isn’t. It’s looking for food. 3 Boy 2: What are the frogs doing? Are they jumping? Boy 1: No, they aren’t. They’re swimming. 4 Boy 2: Oh, look at the cats! Boy 1: Yes, two cats are playing, and one cat is sleeping. Answers 1. b 2. b 3. a 4. b Further practice ● Play the recording again, choosing pupils to repeat the dialogues after the recording. Check their pronunciation and intonation. Activity Book, Page 48, Exercise 5 ● Say Now look at Exercise 5. ● Read the first question to the class. Point to the words in the box and choose a pupil to read the answer. ● Go through the exercise orally. ● Pupils write their answers individually and then compare with a partner. ● Check answers as a class. Answers 1. mustn’t climb 2. Is there a; there is 3. Are you having; I’m not 4. What’s; She’s writing Unit 12 110

Unit HappyHeMlloother’s Day Lesson 1 ● Write the new words on the board. Read them with the pupils. Point to each word and ask different pupils to read Outcomes To acquire new words through direct them. instruction and assigned independent language exercises Classroom Assessment To use picture clues to make predictions about the content of reading material With reference to the presentation, pupils can: To demonstrate recognition of short, simple words Scoring criteria Excellent Good Fair To infer the meaning of new words through familiar contexts pronounce new words To respond to simple questions before and correctly after listening form sentences with What do you want to buy ...? Structures The verb want plus infinitive: reply to questions by forming Functions We want to buy a present for Mum. sentences with want to do What do you want to buy? I want to buy some flowers. Pupil’s Book, Page 49, Exercise 1 Do you want to buy some cakes for Mum? Yes, I do/No, I don’t. ● Say Open your Pupil’s Book at page 49. Talking about special days ● Ask pupils to look at the pictures and ask questions, for Expressing wishes example, Who can you see in the pictures? (Dad, Asma, Mazen Asking and answering questions and Mum) Expressing thanks ● Ask pupils to listen to the recording and point to the words Vocabulary buy (v), card, flower (n), scarf as they listen. Topic Celebrations ● Play the recording for the pupils again. Pause after each Resources sentence for the pupils to repeat as a class. ■ Pupil’s Book, page 49 Exercise 1, Listen and read ● Ask pupils some questions: What is on the 21st of March? (It’s Mother’s Day.); Do they want to buy a scarf? (No, they don’t.); Do ■ Cassette, Pupil’s Book, Unit 13, Exercise 1 they want to buy some cakes? (Yes, they do.); What do they want to ■ Flashcards: card, flower, scarf make? (They want to make a card.) Revision Unit ● Say Tell me four animals that live in Wadi Mujib. Name four 13 Happy Mother’s Day buildings in our town. 1 Listen and read 2 What do you want to buy? ● Then ask quick questions, for example, Is there a museum in Do you want to buy a scarf? our town? Is there a train station in our town? Is it near our school? 1 Don’t forget! Next etc. Wednesday is the 21st of No, I don’t. March. It’s Mother’s Day! ● Finally ask, What must you do in our English lessons? Elicit sentences such as We must talk English. We mustn’t shout. We want to buy a present for Mum. Presentation Let’s go to the I want to buy some flowers. ● Show the pupils the flashcards: card, flower, scarf. Teach the market on Saturday. words; pupils repeat after you. Hold up each one and ask What’s this? Pupils reply It’s a flower. etc. 3 Oh, look at 4 Happy Mother’s those delicious Day, Mum! ● Say It’s Mother’s Day soon. What do you want to buy for your cakes! Do you mother? Say I want to buy my mother a new scarf. Where can I buy want to buy a scarf? (Pupils tell you ‘the market’ or ‘a shop’ to show they some cakes understand ‘buy’.) What about you? Pupils give you answers for Mum? with full sentences. Help them form the sentences. Yes, I do! Thank you! ● Then hold up the flashcards again one by one. Ask What do And let’s make a card. you want to buy? Pupils give you a full sentence with the item on the card. 49 ● Ask pupils Do you want to buy your mother some flowers? Unit 13 Pupils reply Yes, I do./No, I don’t. Ask a few more sentences using the structure and different words they know, for 111 example, a cake, a computer game, a dress, some fruit, a book, some sunglasses, etc. Then write the question on the board. Choose pupils to read it. ● In pairs, pupils ask and answer. At the end, say to a pupil What do you want to buy? Pupils reply with all the things they said ‘yes’ to, for example, I want to buy my mother a scarf, a book and some sunglasses.

Tapescript Revision Dad: Don’t forget! Next Wednesday is the ● Ask various questions with What do you want to ...? For 21st of March. It’s Mother’s Day! example, What do you want to eat for lunch today? What do you Mazen: want to do after school? What do you want to watch on TV today? Dad: We want to buy a present for Mum. Let’s go to the market on Saturday. Dad: What do you want to buy? Do you Pupil’s Book, Page 49, Exercise 1 want to buy a scarf? Mazen: No, I don’t. ● Say Open your Pupil’s Book at page 49. Play the recording Asma: I want to buy some flowers. again, stopping every now and then for pupils to finish the sentence. Asma: Oh, look at those delicious cakes! Dad: Do you want to buy some cakes for ● Choose groups of pupils to act out the scene. Mum? Asma: Yes, I do! ● Give pupils wrong sentences for them to correct, for Mazen: And let’s make a card. example, Tuesday 20th March is Mother’s Day. (No, Wednesday the 21st of March is Mother’s Day.); They want to go to the Asma and Mazen: Happy Mother’s Day, Mum! museum on Saturday. (No, they want to go to the market.); They want to buy a present for Dad. (No, they want to buy a present for Mum: Thank you! Mum.) etc. Further practice Activity Book, Page 49, Exercise 1 ● Ask pupils Where do you want to go on Saturday? Pupils can ask ● Say Open your Activity Book at page 49. Look at Exercise 1. and answer in pairs. ● Ask pupils to look at the pictures and say what they are. End the lesson ● Play the first dialogue on the recording. Pupils point to the ● Say It’s Mother’s Day. What do you want to do – buy a card or correct picture. You say Tick or cross? Pupils reply and put a make a card? Pupils give their thoughts saying, for example, I cross in the small box. want to buy a card. ● Play the rest of the recording all the way through. Pupils Lesson 2 answer. They check their answers with a partner. Outcomes To develop strategies to identify simple ● Play the recording again, pausing after each dialogue. spoken words and short sentences and their Pupils tell you the answers. meaning To recognise short, simple familiar words Tapescript and phrases To use reading strategies to identify the Girl: Do you want to buy some vegetables? meaning in short, simple texts Mum: No, I don’t. To use short sentences to participate in Girl: Do you want to buy some bread? simple exchanges based on learned models Mum: No, I don’t. To use knowledge of punctuation to identify Girl: What do you want to buy? the meaning of what is being read Mum: I want to buy some apples. Structures The verb want plus infinitive: Boy: I want to buy a present for Mum. We want to buy a present for Mum. Dad: Do you want to buy a scarf? What do you want to buy? Boy: No, I don’t. I want to buy some flowers. I want to buy some flowers. Dad: OK. Do you want to buy a book? Do you want to buy some cakes for Mum? Boy: Yes, I do. Yes, I do./No, I don’t. Answers a. ✘ b. ✘ c. ✓ d. ✘ e. ✓ f. ✓ Functions Talking about special days Further practice Expressing wishes Topic Asking and answering questions ● Pupils ask and answer questions using the pictures in the Resources Expressing thanks exercise, for example, Do you want to buy some vegetables? Matching information Activity Book, Page 49, Exercise 2 Celebrations ● Choose two pupils to read the first question and answer. ■ Pupil’s Book, page 49 ● Pupils work in pairs to complete the exercise. Exercise 1, Listen and read ● Check the answers by asking different pupils to read the ■ Activity Book, page 49 questions and answers aloud. Exercise 1, Listen and tick ✓ or cross ✘ Answers ■ Activity Book, page 49 2. a 3. b 4. e 5. c Exercise 2, Read, match and say ■ Cassette, Pupil’s Book, Unit 13, Exercise 1 ■ Cassette, Activity Book, Unit 13, Exercise 1 ■ Flashcards: card, flower, scarf Unit 13 112

End the lesson ● Ask the pupil with May to hold his/her piece of paper up. Ask What month is it? Ask What do we do in May? Hold up the ● Put the flashcards on the board. Write the words in a flashcard of the flag. Help pupils to say We fly flags. Say Yes, different order. Ask pupils to come to the board and draw on the 25th of May, we fly flags. It is a very important day. Pupils a line from the word to the flashcard. Ask others to read repeat The 25th of May is a very important day. the words. ● Write the new words on the board for pupils to practise Lesson 3 reading. Outcomes To use simple patterns to organise Classroom Assessment information To sequence a simple series of actions With reference to the presentation, pupils can: To respond to simple questions before and after listening Scoring criteria Excellent Good Fair To participate in short, simple guided exchanges pronounce new words To demonstrate recognition of basic English correctly sounds and their combination in simple words and phrases say the months of the year To pronounce words and sentences correctly Pupil’s Book, Page 50, Exercise 2 Structures The verb do plus infinitive to ask questions: ● Say Open your Pupil’s Book at page 50, please. When do we plant lots of trees? When do the summer holidays start? ● Point to the pictures and ask them to read the months. They don’t need to read the full date. Functions Talking about special days Asking and answering questions ● Ask pupils to listen to the first dialogue. Tell them to point Ordering events to the correct picture. Say 1. Pupils write 1 next to the March picture. Vocabulary flag, important, months of the year, plant (v) Topic ● Play the rest of the recording all the way through. Pupils try Resources Celebrations to write the correct number. ■ Pupil’s Book, page 50 ● Play the recording again. Let pupils write the number or Exercise 2, Listen and order check their work. Check the answers as a class. ■ Pupil’s Book, page 50 Unit 13 Exercise 3, Ask and answer 2 Listen and order ■ Activity Book, page 50 Exercise 3, Listen, number and say a b c 1st January 21st March 25th May ■ Cassette, Pupil’s Book, Unit 13, Exercise 2 ■ Cassette, Activity Book, Unit 13, Exercise 3 ■ Flashcard: flag ■ Twelve pieces of paper with the months of the year written on them Revision d e f 5th June 21st June 5th October ● Give different pupils things saying Here you are. Pupils should say Thank you. Then go round the class asking for 3 Ask and answer the things back. They say Here you are. You say Thank you. When do we plant trees? Presentation We plant trees in January. ● Show pupils the flashcard flag. Teach the new word. Ask 50 Can you see a flag at our school? Where can you see a flag? What colour is our flag? Unit 13 ● Teach the pupils the months of the year. Say them all, then 113 say them one by one. Pupils repeat after you. ● Show the pieces of paper with the months of the year. Hold them up and ask pupils to read them. Ask twelve pupils to come to the front. Give them each a month. Put the pupil with January at the left-hand side of the row of pupils. Ask the class to put the months in the correct order. Pupils read the months aloud in the correct order. ● Ask the pupil with January to hold his/her piece of paper up. Ask What month is it? What do we do in January? We plant trees. Pupils repeat after you. Ask Do you plant a tree in January? Pupils reply.

Tapescript When is Mother’s Day? Further practice It’s in March. We give presents and cards to 1 our mothers. ● Say the numbers one to twelve in random order. Each Girl 1: time you say a number, for example, five, the pupils say the Girl 2: When is Father’s Day? corresponding month (May). Father’s Day is in June. We give cards to our 2 fathers. ● Ask the pupils to put the key events shown on page 50 of Boy 1: the Pupil’s Book in date order as you write them on the Boy 2: Is there an important day in May? board out of sequence, for example, Father’s Day, Mother’s Yes, there is. We fly flags on that day. Day, Teacher’s Day, Start of the summer holidays, Independence 3 Day, Time to plant trees. Girl 3: When is Teacher’s day? Girl 4: It’s in October. We fly balloons for our End the lesson 4 teachers. Boy 3: ● Say January and point to a pupil to say February. Then point Boy 4: When do we plant lots of trees? to another for the next month and so on. Practise so that We plant lots of trees in January. all the pupils have said at least one month. 5 Girl 5: When do the summer holidays start? Girl 6: They start in June. It’s my favourite month! 6 Boy 5: Boy 6: Answers 1. b 2. e 3. c 4. f 5. a 6. d Pupil’s Book, Page 50, Exercise 3 ● Say Now look at Exercise 3. ● Choose two pupils to read the question and answer. ● Go through the rest of the exercise orally, using the pictures in Exercise 2. They will have to think carefully to make the questions. Ask two or three pupils to repeat the questions. ● Then pupils ask and answer in pairs. Monitor as they are working, helping where necessary. ● Ask pairs to ask and answer the questions in front of the class. Activity Book, Page 50, Exercise 3 ● Say Open your Activity Book. Turn to page 50. Look at Exercise 3. ● Ask pupils to read the months in the exercise. Hold up your book and point to January. Say 1, January. Point to number 1. ● Play the recording and pause after February. Pupils write 2 next to February. Check they have all done it. ● Play the recording all the way through twice. ● Check answers as a class, choosing pupils to read the number and months aloud in the correct order. Tapescript and answers 1 January 2 February 3 March 4 April 5 May 6 June 7 July 8 August 9 September 10 October 11 November 12 December Unit 13 114

Lesson 4 Unit 13 Outcomes To take part in short, simple, guided and 4 Read, point and match familiar exchanges To use reading strategies to identify the Grandma and Grandpa meaning of short, simple texts To identify the meaning of short, simple I want to make presents My brother Mum Dad reading materials for my family! For my a b To write simple words and short, simple mum, I want to make a sentences on familiar topics for specific card. She likes flowers. purposes I want to draw some To revise written work with the assistance flowers on her card. For of peers my dad, I want to make To ask for help a notebook. He likes To use knowledge of punctuation to writing in a notebook. identify the meaning of what is being read For my brother, I want to make a ball. It·s a balloon, with sand in it! And for my grandma and grandpa, I want to draw a picture of our family. d c Structures The verb want plus infinitive: 5 Ask and answer No, I don’t. She I want to make presents for my family. doesn’t want perfume. Functions I want to draw some flowers on her card. It’s Mother’s Day. Do you want to I want to make a notebook. buy some perfume for your mother? Topic Resources Talking about special days Do you Yes, I do. She likes cakes! Expressing wishes want to buy 51 Asking and answering questions Matching information a cake? Celebrations Answers ■ Pupil’s Book, page 51 a. Mum b. Dad c. My brother Exercise 4, Read, point and match d. Grandma and Grandpa ■ Activity Book, page 50 Further practice Exercise 4, Complete and say ● Ask What do you want to make for your brother? Pupils reply, Revision for example, I want to make a ball. Ask Why? (He likes playing football.) ● Say the months of the year with the class. ● Pupils ask and answer in pairs. Monitor and help while ● Point to individuals to give you one month, starting with they are working. January. Activity Book, Page 50, Exercise 4 ● Choose pupils to say the twelve months in sequence. Encourage others to help if necessary. ● Say Open your Activity Book at page 50. Look at Exercise 4. ● Ask pupils to say what the three pictures are. Pupil’s Book, Page 51, Exercise 4 ● Choose a pupil to read the example question. Choose ● Say Open your Pupil’s Book. Turn to page 51. Look at Exercise 4. another to answer it using the words in the box. Go What can you see? Pupils describe the pictures. through the rest of the exercise orally. ● Pupils complete the exercise individually. They then work in ● Ask pupils to read the paragraph silently. They should ask pairs to revise their work where necessary. you if they are not sure of any words (What does this word ● Check answers as a class, choosing pupils to read the mean? How can I say this word?) Give pupils time to read it questions and answers aloud. through. Answers ● Choose pupils to read the paragraph aloud. Help with pronunciation and intonation. Do not give direct 1. No, I don’t. I want to buy some flowers. instruction. 2. Do you want to buy a balloon? ● Pupils work in pairs to match the words and pictures. Yes, I do. I like balloons. 3. Do you want to buy a present for your brother? ● Combine pairs to make groups and ask them to say what they want to make/draw for the other members of their Yes, I do. I want to buy some bananas. group. He likes bananas. ● Choose some groups to give sentences, for example, Taleb wants a ball. Unit 13 115

Further practice Classroom Assessment ● Pupils ask and answer the questions. They can give With reference to the presentation, pupils can: different answers to the ones in the book. Scoring criteria Excellent Good Fair End the lesson identify the meaning of the ● Ask When do you give your family presents? As homework, ask new word them to think of presents they can make for their family. Tell them you will ask them for their ideas in the next pronounce the new word lesson. correctly Lesson 5 Pupil’s Book, Page 51, Exercise 5 Outcomes To participate in short, simple guided ● Say Open your Pupil’s Book at page 51. Look at Exercise 5. exchanges ● Choose two pupils to read the dialogue. To pronounce short, simple questions and ● Ask another pair to read the dialogue, changing the items statements with correct intonation patterns To demonstrate recognition of basic they want to buy. English sounds and their combinations in ● Pupils work in pairs and practise the dialogue. Monitor as simple words and phrases To say two-syllable words with correct stress they are working, taking notes of any problems. Go over these with the whole class. Structures The verb want plus infinitive: ● Choose some more pupils to act out their dialogues in Do you want to buy some perfume for your mother? front of the class. Functions No, I don’t. She doesn’t want perfume. Do you want to buy a cake? Yes, I do. Activity Book, Page 51, Exercise 5 Vocabulary Topic Talking about special days ● Say Turn to page 51 in your Activity Book. Look at Exercise 5. Resources Expressing wishes Asking and answering questions ● Ask pupils to describe what is in the pictures. Matching information ● Choose a pupil to read the first sentence. Pupils point to perfume (n) picture c. Celebrations ● Choose a pupil to read the next sentence. Check which picture the pupils are pointing to. ■ Pupil’s Book, page 51 Exercise 5, Ask and answer ● Pupils work in pairs, reading the rest of the sentences to each other and choosing the correct pictures. ■ Activity Book, page 51 Exercise 5, Read and match ● Check answers as a class. Choose pupils to read a sentence each. ■ Flashcard: perfume Answers 2. a 3. d 4. b 5. e Revision Further practice ● Ask a few pupils to give their ideas of presents to make for ● Pupils ask each other three questions about different their families. Encourage them to give a reason as well. members of their family, for example, What do you want to make for your brother? What do you want to give your father? etc. ● Pupils work in pairs and tell their partner about the present they want to make. Monitor as they are working, helping ● Pupils report back on what their partners say, for example, where necessary. Huda wants to make a ball for her brother. Presentation End the lesson ● Show pupils the flashcard of perfume. Teach the word. ● Ask What do you want for a present? Pretend to smell the perfume and say Mmm, lovely. Ask Do you like perfume? Does your mother like perfume? ● Write the word on the board and practise reading it with the class. The stress is on the first syllable. Do not give direct instruction. Unit 13 116

Lesson 6 Unit 13 Outcomes To pronounce a combination of sounds 6 Listen and say correctly To write simple words and short, simple March card sentences on familiar topics for specific purposes 7 Look and say To give short, simple presentation to the class on a familiar topic In July, I go on holiday To learn a new sound with my family. To print short, simple sentences correctly, legibly and neatly Structures Present simple for regular events: 8 Project. Make a Mother’s Day card Functions In July, I go on holiday with my family. We plant trees in January. Talking about special days Asking and answering questions Completing a project Topic Celebrations Resources ■ Pupil’s Book, page 52 Exercise 6, Listen and say 52 ■ Pupil’s Book, page 52 Exercise 7, Look and say Pupil’s Book, Page 52, Exercise 7 ■ Pupil’s Book, page 52 ● Make a copy of Extra practice worksheet 6: An activity Exercise 8, Project. Make a Mother’s Day calendar for each pupil. card ● Hand out a worksheet to each pupil. They write the ■ Activity Book, page 51 months in the appropriate places. Exercise 6, Listen, say and write ● Ask a pupil to read the example in the Pupil’s Book. Make ■ Cassette, Pupil’s Book, Unit 13, Exercise 6 sure they pay attention to the comma after July. ■ Cassette, Activity Book, Unit 13, Exercise 6 ■ Extra material for the project: thin card, ● Pupils write sentences on their calendar, using the correct punctuation. crayons, glitter, glue, scissors, coloured paper ● In pairs, they tell each other about their year. ■ Extra practice worksheet 6: An activity ● Choose some pupils to tell the class something about their calendar partner, for example, Ali plants a tree in January. Revision Pupil’s Book, Page 52, Exercise 8 ● Ask pupils questions about their families, for example, Does your mother like perfume? Does your grandfather like cakes? etc. ● Refer to the Introduction on page 8 of the Teacher’s Book, and read the instructions under Project. Pupil’s Book, Page 52, Exercise 6 ● Explain to the pupils that they are going to create a card ● Say Open your Pupil’s Book at page 52. Look at Exercise 6. Point for Mother’s Day. Ask them to look at the picture on page to the first picture. Listen. Play the recording. Pupils repeat the 52 and give suggestions of what they can draw. words as a class. Invite individuals to say the word. Repeat with the second picture. ● Pupils sit in small groups. Give each group crayons, sheets of card, scissors, coloured paper and glitter, if available. ● Say Spell ‘March’. Pupils spell it by reading the letters in their books and you write it on the board. Repeat with card. ● Pupils plan their greeting cards, deciding what to draw and Underline the letters for the /A…/ sound. Say the sound and where to put the writing. read the words again. ● Monitor as they are working, helping or advising where ● Point to each word and ask pupils to read them. necessary. Pupils display their cards in their groups when they have finished. The rest of the class look at them. Tapescript /A…/ March, March /A…/ card, card Unit 13 117

Activity Book, Page 51, Exercise 6 Activity Book, Page 52, Exercise 8 ● Say Open your Activity Book at page 51. Look at Exercise 6. ● Say Now look at Exercise 8. ● Play the recording to the pupils. They follow in their books. ● Ask a pupil to read the first sentence with the correct Pupils repeat after the recording as a class. Choose pupils answer. Ask Do we fly flags in April? (No, we don’t.); Do we fly to read the sentence aloud. flags in May? (Yes, we do.) ● Pupils write the sentence. Check as they are writing for ● Go over the activity orally. Pupils then read the sentences accuracy and neatness. silently and circle the correct answers. ● Choose pupils to read the correct sentences aloud to check Tapescript the answers. We give cards to our mothers in March. Answers End the lesson 2. March 3. January 4. June 5. October ● Ask pupils, for example, What do you do in July? etc. Lesson 7 Further practice Outcomes To use reading strategies to identify ● Ask pupils questions, for example, Do the summer holidays meaning in short simple texts start in July? (No, they don’t. They start in June.) To write simple words and short, simple sentences on familiar topics for specific Activity Book, Page 52, Exercise 9 purposes To write a list of actions ● Say Now look at Exercise 9. To use and spell correctly-learned short, ● Say Look at the first picture. What day is it? (It’s Father’s Day.) simple vocabulary ● Choose a pupil to read the example sentence. ● Do the rest of the activity orally, asking a few pupils to Structures Present simple for regular events: We give cards to our fathers in June. repeat the sentences. We fly balloons for our teachers in October. ● Pupils write the sentences. Monitor as they are writing, Functions Talking about special days checking their accuracy and neatness. Asking and answering questions ● Choose pupils to read their sentences aloud to check their Topic Celebrations answers. Resources ■ Activity Book, page 52 Answers Exercise 7, Read and write in order 2. We fly balloons for our teachers in October. 3. We plant trees in January. ■ Activity Book, page 52 Exercise 8, Read and circle Classroom Assessment ■ Activity Book, page 52 With reference to the unit, pupils can: Exercise 9, Look and write ■ Flashcards: card, flower, scarf, flag, perfume Revision Scoring criteria Excellent Good Fair ● Ask pupils What is your favourite month? Why? talk about special days Activity Book, Page 52, Exercise 7 express wishes with want ● Say Open your Activity Book at page 52. Look at Exercise 7. express thanks ● Read out the first two words and ask pupils to say the next ask and answer questions two. Ask the pupils to spell August. Write it on the board. with Do you want ...? ● Pupils complete the rest of the activity. They can refer to Yes, I do/No, I don’t. their calendar if they have a problem with spelling. End the lesson ● Check answers as a class. Choose pupils to read each set of months out loud. Choose other pupils to spell each month ● Remind the pupils of the different things they have learned out loud. in this unit. Show them the flashcards and ask What’s this? Answers 3. July; September ● Say Tell me the months of the year. Choose different pupils to say them. 1. August 2. February; April 4. November; December ● Congratulate pupils on all their hard work in Unit 13, especially the project. Unit 13 118

Unit WhereHiesllothe bookshop? Lesson 1 ● Ask the pupils with the flashcards to stand in two rows of three (for example, post office, bookshop, toy shop; Outcomes To respond to simple questions before and butcher’s, baker’s, chemist’s), facing each other. Ask after listening another pupil to come to the front. Say Excuse me. Where’s Structures To use flashcards to understand new or the post office? (It’s next to the bookshop.) Ask another Excuse unfamiliar words when listening me. Where’s the toy shop? Teach It’s opposite the chemist’s. Functions To give short, simple commands and Vocabulary instructions ● Ask some pupils to ask and answer the question as if they Topic To demonstrate recognition of short, were in the town. Resources simple words To acquire new words through direct ● Ask all the pupils to sit down. On the board, draw a small instruction plan, for example: To recognise the components of compound words to understand their meaning ● Name each rectangle a different shop. Point to the smiley To use picture clues to make predictions face and say You are here. Say You want to go to the toyshop. about the content of reading material Ask me Where ...? Help a pupil to say Excuse me. Where’s the toyshop? You reply, for example, Go straight on. Turn left. It’s Adverbs to express order First/Then/Next: opposite the post office. Encourage the pupil to reply Thank First, we want to go to the bookshop. you. Then, we want to go to the chemist’s. Next, we want to go to the post office. ● Repeat the instructions. Pupils repeat after you. Practise Imperatives for giving directions: with other shops. Remember to practise with right, too. Turn left here. Ask pupils the question, and let them practise giving the Go straight on. instructions. Asking for direction: Where’s the butcher’s? ● Point to the plan again and say Listen. Which shops do I go to? Prepositions of place: Say First, I go to the butcher’s. Next, I go to the baker’s. Then, I go It’s next to the baker’s. to the chemist’s. Finally, I go to the bookshop. Pupils answer your It’s opposite the post office. question. Ask Which shops didn’t I go to? Expressing the order of events ● Then say Can you remember? First; (you go to the butcher’s.); Talking about shops and shopping Next (you go to the baker’s.) Then; (you go to the chemist’s.) Asking for and giving directions Finally; (you go to the bookshop.) Asking and answering questions Expressing thanks ● If pupils question the apostrophe in baker’s, butcher’s, etc. point out that these apostrophes are also used to denote baker’s, bookshop, butcher’s, chemist’s, excuse me, possession, which they have already learned about, being opposite, post office, stamp (n), toy (n), toy shop contractions for baker’s shop, butcher’s shop, etc. Shopping and giving directions ■ Pupil’s Book, page 53 Exercise 1, Listen and read ■ Cassette, Pupil’s Book, Unit 14, Exercise 1 ■ Flashcards: baker’s, bookshop, butcher’s, chemist’s, medicine, post office, stamp, toy, toy shop ■ Wall chart: In towns and cities Revision Classroom Assessment ● Ask groups of pupils to say the months of the year With reference to the presentation, pupils can: together. Scoring criteria Excellent Good Fair Presentation pronounce new words ● Say I want to buy something. Where do I go? (a shop) Show correctly the flashcard of a toy. Teach the word. Say I want to buy a toy. Where do I go? (Hold up the toy shop flashcard) I go to a recognise new words toyshop. Where do I go? Pupils say I go to a toy shop. Say I want to buy a book. Where do I go? Show them the flashcard of the form sentences with next to/ bookshop. Pupils copy the idea of toy shop and say I go to a opposite bookshop. Congratulate the pupils who get this correct. give and respond to ● Use the flashcards to teach the other shops (baker’s, directions with imperatives butcher’s, chemist’s, post office). Unit 14 ● Ask six pupils to come to the front. Give each a flashcard of a shop. Point to each one and ask What can I buy here? 119 When you get to chemist’s and post office, teach medicine and stamp.

Pupil’s Book, Page 53, Exercise 1 Further practice ● Say Open your Pupil’s Book at page 53. ● Show pupils the wall chart: In towns and cities. Ask them ● Ask pupils to look at the pictures and ask questions, for to name the various shops as you point to them on the example, Who can you see in the story? What are they doing? chart. Where are they going? What shops can you see? Where do they go in End the lesson the last picture? etc. ● Ask pupils to listen to the recording, and point to the ● Ask Which shops do you like going to? words as they listen. Ask How many shops do they go to? Pupils answer the question after listening (They go to two shops and Lesson 2 to the post office to buy stamps.) Outcomes To give short, simple commands and ● Play the recording for the pupils again. Pause after each instructions sentence for the pupils to repeat as a class. Play again and To demonstrate recognition of simple words ask individuals to repeat. To participate in short, simple guided exchanges Unit To identify meaning in short, simple reading materials 14 Where is the bookshop? To use simple patterns to organise information 1 Listen and read Excuse me. Where’s To sequence a simple series of actions To use reading strategies to understand 1 2 the butcher’s? short, simple reading texts To use knowledge of punctuation to identify Turn left here. It’s next the meaning of what is being read to the baker’s. To pronounce short, simple questions and statements with correct intonation patterns First, we want to go to the Structures Adverbs to express order – First/Next/Then: bookshop. Then, we want First, we want to go to the bookshop. Thank you. Then, we want to go to the chemist’s. to go to the chemist’s. Next, we want to go to the post office. Do you want to have Imperatives for giving directions: Next, we want to go to the lunch in this restaurant? Turn left here. post office. We want to Go straight on. buy some stamps. Asking for direction: Where’s the butcher’s? 3 Is there a toy Yes, there is. 4 Prepositions of place: It’s next to the baker’s. shop in this Go straight It’s opposite the post office. street? on. It’s opposite the post office. Thank you. Yes, please! Functions Expressing the order of events Talking about shops and shopping 53 Topic Asking for and giving directions Resources Asking and answering questions Expressing thanks Tapescript Shopping and giving directions Asma: First, we want to go to the bookshop. Mazen: Then, we want to go to the chemist’s. ■ Pupil’s Book, page 53 Next, we want to go to the post office. Exercise 1, Listen and read We want to buy some stamps. ■ Activity Book, page 53 Woman: Excuse me. Where’s the butcher’s? Exercise 1, Look, read and write Mum: Turn left here. It’s next to the baker’s. Woman: Thank you. ■ Cassette, Pupil’s Book, Unit 14, Exercise 1 ■ Flashcards: baker’s, bookshop, butcher’s, chemist’s, post office, toy shop ■ Wall chart: In towns and cities Woman 2: Is there a toy shop in this street? Revision Mum: Yes, there is. Go straight on. It’s opposite the post office. ● Ask Where can I buy a toy/a book/some meat/some bread/a Woman 2: Thank you. stamp? Pupils reply, for example, You can buy bread from a baker’s. Dad: Do you want to have lunch in this ● Show pupils the wall chart: In towns and cities. Ask them restaurant? to name and to point to the appropriate picture when you say, for example, Show me a shop where I can buy bread/stamps. Asma and Mazen: Yes, please! etc. Unit 14 120

Pupil’s Book, Page 53, Exercise 1 Lesson 3 ● Say Open your Pupil’s Book at page 53. Play the recording to Outcomes To orally describe pictures in short, simple the class again while they read silently. sentences To follow short, simple oral instructions ● Put the flashcards of the shops on the board. Ask pupils to related to work in class order them according to which shops the family went to. To respond to short, simple questions before and after listening ● Play the recording again. Stop it every now and then for To demonstrate recognition of short, simple pupils to read the next words. Concentrate on the new words words. To pronounce short learned English words and sentences correctly ● Ask pupils some questions: Where are they going first? (They’re To use reading strategies to identify meaning going to the bookshop first.); How are they going to town? (They’re in short, simple reading texts going by car.); What do they want to buy at the post office? (They To recognise the components of compound want to buy some stamps.); What is the butcher’s next to? (It’s words to identify their meaning next to the baker’s.); Where is the toy shop? (It’s opposite the To describe main characters, settings and post office.); Where do they have lunch? (They have lunch in a events restaurant.) Structures Imperatives for giving directions: ● Divide the class into groups of six (Asma, Mazen, Dad, Go straight on, and then turn right. Mum, woman, woman 2). Pupils practise reading Asking for direction: the story. Monitor as they are reading, checking their Where’s the toy shop? pronunciation. Prepositions of place: It’s next to the bookshop. ● Choose groups to read the story in front of the class. It’s opposite the shoe shop. Check their intonation and practise as a class if necessary. Activity Book, Page 53, Exercise 1 Functions Expressing the order of events Talking about shops and shopping ● Say Open your Activity Book at page 53. Look at Exercise 1. Vocabulary Asking for and giving directions ● Ask pupils to look at the pictures and describe them. Help Topic Asking and answering questions Resources Following a map them by asking questions, for example, In picture a, what does Mum want? (She wants some cakes.); Where can they buy cakes? shoe shop (They can buy cakes from the baker’s.) etc. ● Choose a pupil to read the first sentences. Shopping and giving directions ● Pupils complete the rest of the exercise. Then they check their answers in pairs. They should check their partner’s ■ Pupil’s Book, page 54 spelling and accuracy. Exercise 2, Listen and find ● Check answers as a class. Choose pupils to read out the correct sentences. ■ Pupil’s Book, page 54 ● Choose pupils to play Mum and Asma and read the Exercise 3, Ask and answer complete dialogue. ● Pupils can practise in pairs. Listen as they are reading, ■ Activity Book, page 54 checking their pronunciation. Exercise 2, Read and match Answers ■ Cassette, Pupil’s Book, Unit 14, Exercise 2 ■ Flashcard: shoe shop 2. Then, I want to buy a doll. ■ Wall chart: In towns and cities 3. Excuse me. Is there a restaurant in this street? 4. Yes, there is. Go straight on. Then, turn right. Revision End the lesson ● Ask the pupils Which shops do Asma and Mazen go to? Pupils try to list the shops without looking at page 53. Check their ● Ask a pupil at the back of the classroom to stand up. Tell pronunciation of the different shops. pupils to give him/her instructions to get to the board, for example, Turn left. Turn right. Go straight on. ● Show pupils the wall chart: In towns and cities, and write anagrams of the shop names they know, for example, stop coffie, yot posh, shookbop, schubert, basker, messtich on the board. Ask them to point to the picture of each shop when they have solved the anagrams (post office, toy shop, bookshop, butcher’s, baker’s, chemist’s). Presentation ● Show the pupils the flashcard of the shoe shop and ask What’s this? Let pupils work out that it is a shoe shop. ● Ask Is there a shoe shop in our town? What is next to it? What is it near? Is there a bookshop near the shoe shop? etc. ● Write the word on the board. Pupils practise reading it. Unit 14 121

Classroom Assessment Tapescript With reference to the presentation, pupils can: 1 You are at the school. Turn right. It’s next to the bookshop. Scoring criteria Excellent Good Fair 2 You are at the school. Go straight on. Turn left. It’s read the new word opposite the shoe shop. Pupil’s Book, Page 54, Exercise 2 3 You are at the school. Go straight on, and then turn right. It’s next to the post office. ● Say Open your Pupil’s Book at page 54, please. 4 You are at the school. Go straight on. Turn right. It’s ● Point to the picture, and ask pupils to tell you which shops opposite the baker’s. they can see. Answer ● Ask the pupils to describe what is happening in the picture in as much detail as possible. Encourage them to provide 1. butcher’s 2. chemist’s 3. toy shop 4. post office a narrative for the scene, for example, a name for the person who is walking past each shop and a reason for Further practice being there (for example, simply passing or intending to buy something, such as a stamp to post a Mother’s Day ● Refer pupils to the picture on page 54, and tell them that card), and how they might be feeling (for example, happy you are starting from the school. Say I want to go to the to be going to school to learn English, looking forward to bookshop, the post office and the toy shop. Where do I want to go a birthday when he/she might get a present from the toy first? Pupils answer. Ask Where do I want to go next? Where do I shop). want to go finally? ● Play number 1 of the recording and pause it. Play it again ● Pupils work in pairs. They make their own sentences in if necessary. Ask Where are you? Pupils answer I’m at the the same way and test their partner. Monitor as they are butcher’s. speaking, checking their accuracy. ● Play the rest of the recording all the way through and ask Pupil’s Book, Page 54, Exercise 3 pupils to think about the answers. ● Say Now look at Exercise 3. ● Play the recording again, pausing after each one. Elicit the ● Ask two pupils to read the question and answer. answers from the pupils. ● Pupils practise in pairs. Monitor as they are speaking. ● Choose pupils to say the question and answer in front of Unit 14 Listen and find the class. 2 ● Choose pupils to say similar questions and answers with 3 Ask and answer It’s next to the the other shops. post office. Where’s the toy shop? Further practice ● Ask pupils to close their books and ask questions, for example, Is the post office next to the bookshop? What is next to the toy shop? etc. If you wish, you can make this into a game and divide the class into two teams. Activity Book, Page 54, Exercise 2 ● Say Open your Activity Book. Turn to page 54. ● Ask What can you see? Pupils name the shops. ● Choose a pupil to read the directions. The other pupils listen and follow on the map. Pupils answer. ● Pupils work in pairs. They read each direction aloud and choose the answer. ● Check the answers as a class. Answers 2. d 3. a 4. c End the lesson ● Say I want to buy some bread. Pupils say Go to the baker’s. 54 Continue practising in the same way. Unit 14 122

Lesson 4 Presentation Outcomes To identify the meaning of short, simple ● Show the flashcard to the pupils. Say What is it? It’s fruit. reading materials Pupils repeat. Point to the individual fruit and ask What’s To use knowledge of punctuation to identify this? Pupils reply and then point to all the fruit and say It’s the meaning of what is being read fruit. To ask for help To alphabetise a list of simple words ● Write the word on the board. Pupils practise reading. To demonstrate recognition of short simple words and sentences ● Ask Where can I buy fruit? (You can buy fruit at the market.) To write and revise simple words and short simple sentences on familiar topics for ● Show pupils the wall chart: Food and restaurants, and ask specific purposes them to point to the picture of fruit. To sequence a simple series of actions To correctly use and spell short, simple Classroom Assessment learned vocabulary With reference to the presentation, pupils can: Structures Adverbs to express order First/Next/Then/ Scoring criteria Excellent Good Fair Finally: First, we go to the baker’s. read the new word correctly Then, we go to the market. Next, we go to the butcher’s. Pupil’s Book, Page 55, Exercise 4 Finally, we go to an ice cream shop. ● Say Open your Pupil’s Book. Turn to page 55. Functions Expressing the order of events Talking about shops and shopping ● Point to the picture. Ask What can you see? Pupils name the Asking and answering questions shops. Reading and ordering events in a text ● Choose a pupil to read the example sentence. Vocabulary fruit Topic ● Ask pupils to read the paragraph silently. They should ask Resources Shopping and giving directions you if they have any problems with any of the words. ■ Pupil’s Book, page 55 ● Choose pupils to read the paragraph aloud. Check their Exercise 4, Read, order and say pronunciation. ■ Activity Book, page 54 ● In pairs, pupils make sentences with the four words. Exercise 3, Listen, number and complete Monitor as they are speaking, noting any problem areas to revise with the class. ■ Cassette, Activity Book, Unit 14, Exercise 3 ■ Flashcard: fruit ● Choose a few pupils to say the sentences. The others ■ Wall chart: In towns and cities should also repeat the sentences. ■ Wall chart: Food and restaurants Answers Revision First, they go to the baker’s (c). ● Ask pupils questions to practise first, then, etc. For example, Then, they go to the market (b). What do you do first in the morning? (I get up.); Then what do you Next, they go to the butcher’s (a). do? (I have breakfast.); What do you do next? (I clean my teeth.); Finally, they go to an ice cream shop (d). What do you do finally? (I say goodbye to my mother and go to school.) ● Show pupils the wall chart: In towns and cities. Point to the shops they know and ask them to say their names in alphabetical order (baker’s, bookshop, butcher’s, chemist’s, market, post office, shoe shop, toy shop). You could put pupils in groups of eight, with each pupil assigned a shop, for them to sort into the correct order as a group before answering. Alternatively, start with just four shops to arrange, then six and finally, eight. Unit 14 123

4 Read, order and say Unit 14 Answers b 2. post office, b 3. market, a 4. restaurant, c We go shopping a d on Saturday. First Further practice We go by car. First, they go to the baker’s. First, we go to Then ● Ask pupils questions about the listening, for example, What the baker·s. c day do they go shopping? (They go shopping on Saturday.); Where We buy bread do they buy bread? (They buy bread at the baker’s.); What do they and cakes. Next buy at the post office? (They buy stamps at the post office.); Do Then, we go they buy meat at the market? (No, they buy fruit and vegetables.); to the market. Finally Where do they go finally? (They go to the restaurant.) Mum buys fruit and vegetables. End the lesson Next, we go to the butcher·s. ● Ask Do you go shopping on Saturdays? Which shops do you go to? We buy lamb. What do you buy? Finally, we go to an ice cream shop. Dad buys ice cream for my brother and me! 5 Ask and answer I want to buy Lesson 5 some medicine. Outcomes To respond to simple instructions, questions Go to the and guided exchanges chemist’s. To pronounce words and short, simple questions and statements with correct 595 intonation patterns To use simple words in short sentences Further practice To take part in short, simple, guided and familiar exchanges ● Write Fruit and Vegetables on the board. Divide the class To give short, simple commands and into two. Name one group Fruit and the other group instructions Vegetables. Give each group two or three minutes to think of To write a list of actions as many words as they can for their group. If any pupil asks To print short, simple sentences correctly, why one group isn’t named Fruits, point out that fruit is also legibly and neatly the plural noun. To use correct spelling and capital and small letters ● Elicit words from the pupils and write them in a list. Give groups a point for each word. Structures Imperatives for giving directions: Go to the chemist’s. ● Ask groups to write the words in alphabetical order. Give each group five extra points if they get it right. Add the Functions Talking about shops and shopping points up and congratulate the winners. Asking and answering questions Activity Book, Page 54, Exercise 3 Vocabulary medicine Topic ● Say Open your Activity Book at page 54. Look at Exercise 3. Resources Shopping and giving directions ● Ask pupils to say which places they can see. Choose ■ Pupil’s Book, page 55 another to read the words in the box. Exercise 5, Ask and answer ● Play the recording and pause after First, we go to the baker’s. ■ Activity Book, page 55 Choose a pupil to read the example sentence. Exercise 4, Read and write ● Play the rest of the recording. Pupils choose the answers. ■ Flashcard: medicine Give them time to write. Play it again, so they can check ■ Wall chart: In towns and cities their answers. ● Choose pupils to read the sentences aloud. Revision ● Ask them to swap books and check each other’s spelling. ● Tell pupils about your shopping day. Say First, I want to buy some fruit. I’m going to the ... Pupils complete the sentence with market. Continue in this way, practising the shops they know. (Miss out chemist’s for now.) Tapescript I go shopping with my mother on Saturday. First, we go to the baker’s. We buy bread. Then, we go to the post office. We buy some stamps. Next, we go to the market. We buy fruit and vegetables. Finally, we go to the restaurant. We have lunch. Unit 14 124

Presentation End the lesson ● Show the flashcard to the pupils. Say medicine. Pronounce ● Say I go to the market and I buy some apples. Ask a pupil to it as two syllables /meds´n/, with the stress on the first repeat and say another word, for example, I go to the market syllable. and I buy some apples and some grapes. Ask another to add something else, but they must say the first two things ● Ask Where can I buy some medicine? (You can buy medicine at a first. For example, I go to the market and I buy some apples, chemist’s.) some grapes and some dates. See how long they can make the sentence. ● Write the word on the board. Pupils practise reading. Lesson 6 ● Show pupils the wall chart: In towns and cities, and ask them to point to the shop where people can buy medicine. Classroom Assessment Outcomes To pronounce diphthongs correctly To pronounce short, simple statements with With reference to the presentation, pupils can: correct intonation patterns To use short sentences to participate in Scoring criteria Excellent Good Fair simple exchanges based on learned models To show enjoyment of simple rhymes and read the new word correctly songs in English To describe scenes related to short simple Pupil’s Book, Page 55, Exercise 5 songs To learn a new sound ● Say Open your Pupil’s Book at page 55. Look at Exercise 5. To print short, simple sentences correctly, ● Choose two pupils to read the two sentences. legibly and neatly ● Check what the other pictures are (stamps, toy, shoes). To correctly spell simple vocabulary ● Pupils work in pairs and do the activity. Monitor as they To revise written work with the assistance of peers are speaking, helping where necessary. ● Choose pupils to read the sentences aloud. Structures Imperatives for giving directions: Go straight on and then turn right. Answers Turn left and go straight on Asking for direction: ● I want to buy some stamps. Where’s the bookshop? Go to the post office. Prepositions of place: It’s next to the shoe shop. ● I want to buy a toy car. It’s behind the toy shop. Go to the toy shop. It’s opposite the park. ● I want to buy some shoes. Functions Talking about shops and shopping Go to the shoe shop. Asking for and giving directions Asking and answering questions Further practice Singing a song ● Pupils work in pairs, asking and answering questions, for Topic Shopping and giving directions example, Where can I buy some lamb? Go to the butcher’s. Resources ■ Pupil’s Book, page 56 ● Choose some pupils to ask and answer in front of the class. Exercise 6, Listen and say Activity Book, Page 55, Exercise 4 ■ Pupil’s Book, page 56 Exercise 7, Ask and answer ● Say Turn to page 55 in your Activity Book. Look at Exercise 4. ■ Pupil’s Book, page 56 ● Pupils complete the sentences in pairs. First, they take Exercise 8, Sing turns to say the sentences, and then write the answers. They check each other’s work. Monitor as they are writing, ■ Activity Book, page 55 checking for accuracy and neatness. Exercise 5, Listen, say and copy ● Choose pupils to read the dialogues aloud. ■ Cassette, Pupil’s Book, Unit 14, Exercise 6 ■ Cassette, Pupil’s Book, Unit 14, Exercise 8 ■ Cassette, Activity Book, Unit 14, Exercise 5 ■ Wall chart: In towns and cities Answers 3. Go to the butcher’s. Revision 5. Go to the chemist’s. 2. Go to the post office. ● Show pupils the wall chart: In towns and cities. Ask them 4. Go to the baker’s. to name the places they can see saying, for example, There 6. Go to the market. is a market in the town. Further practice ● Revise the vocabulary from this unit as well as Unit 9. ● Write some shopping items on the board, for example, ● Ask questions about your own town, for example, Is there vegetables, a book, some cakes, a toy. Ask the pupils to a hospital in our town? Pupils ask and answer the questions give instructions for where to go and in what order, for across the class. example, First, go to the market. Then, go to the bookshop. Next, go to the baker’s. Finally, go to the toy shop. Unit 14 ● Repeat with different items, for example, medicine, shoes, 125 stamps and lunch.

Pupil’s Book, Page 56, Exercise 6 Pupil’s Book, Page 56, Exercise 8 ● Say Open your Pupil’s Book at page 56. Look at Exercise 6. Look at ● Say Look at the picture in Exercise 8 on page 56. What can you see? the first picture. Pupils describe the picture using I can see ... / There is/are ... ● Play the recording to the class. Pupils repeat. Say Look at ● Say Listen and follow the words. Play the recording of the the second picture. Play the recording. Pupils repeat.Write the song to the class. Check the pupils are following the words words on the board. Underline the same sounds. Say /OI/. correctly. Then say the words for pupils to repeat after you. ● Play the first verse again and ask the pupils to sing along. Tapescript Do the same with the other verses. /OI/ boy, boy ● Divide the class into three groups. Each group practises /OI/ toy, toy and sings a verse. Unit 14 Listen and say ● Each group sings their verse to the class. 6 Tapescript boy toy Excuse me, where’s the butcher’s? I want to buy some meat. 7 Ask and answer Go straight on and then turn left. It’s next to the shoe shop. Where’s the bookshop? It’s next to the toy shop. Excuse me, where’s the bookshop? I want to buy a book. 8 Sing Go straight on and then turn right. It’s behind the toy shop. Excuse me, where’s the butcher’s? Excuse me, where’s the market? I want to buy some meat. I want to buy some fruit. Go straight on and then turn left. Turn left and go straight on. It’s next to the shoe shop. It’s opposite the park. Excuse me, where’s the bookshop? Activity Book, Page 55, Exercise 5 I want to buy a book. Go straight on and then turn right. ● Say Open your Activity Book at page 55. Look at Exercise 5. It’s behind the toy shop. ● Say Look at the first picture. Are the boys at home? (No, they are Excuse me, where’s the market? in a toy shop.); What do they want? (They want a toy.); Look at I want to buy some fruit. the second picture. Where are the boys now? (They are at home.); Turn left and go straight on. What are they doing? (They are playing.); What are they playing It’s opposite the park. with? (They are playing with cars.) 56 ● Tell pupils to listen to the recording and repeat the sentences. Choose individuals to repeat them as well. Pupil’s Book, Page 56, Exercise 7 ● Pupils write the sentences. Check their handwriting. They swap books and check each other’s work. ● Choose pupils to read the sentences aloud. Check their pronunciation. Tapescript 1 There are two boys in the toy shop. 2 The boys are playing with their toys. ● Say Look at Exercise 7. End the lesson ● Choose two pupils to read the question and answer. ● Ask What do you want to buy from the toy shop? ● Pupils can refer to the wall chart: In towns and cities to ask and answer questions about where shops are. ● Monitor as they are working. Take a note of any problems to revise with the class when they have finished. Unit 14 126

Lesson 7 Activity Book, Page 56, Exercise 6 Outcomes To say two-syllable words with the correct ● Write the word market on the board. Ask pupils to say it. stress Show them that one syllable is stressed more than the To write short, simple sentences correctly, other. Repeat the word market. Underline the letters mar on legibly and neatly the board. To write simple words and short, simple sentences on familiar topics for specific ● Say Open your Activity Book at Page 56. Look at Exercise 6. purposes ● Tell pupils to listen and underline the stressed syllable. To correctly use learned short, simple ● Play the recording through twice. vocabulary ● Choose pupils to read the words aloud, using the correct To use capital letters when starting a sentence stress. To use an apostrophe s to show simple possession Tapescript To revise written work with the assistance of peers chemist’s, baker’s, market, butcher’s, shoe shop Structures Prepositions of place: Answers It’s next to the shoe shop. It’s behind the toy shop baker’s, market, butcher’s, shoe shop It’s opposite the park. Activity Book, Page 56, Exercise 7 Functions Talking about shops and shopping Topic Asking and answering questions ● Say Now look at Exercise 7. Singing a song ● Choose a pupil to read the example sentence. ● In pairs, pupils look at the pictures and make sentences. Shopping and giving directions ● While they are working, write the words next to, opposite, Resources ■ Activity Book, page 56 behind on the board. Choose pupils to read them aloud. Exercise 6, Listen, underline and say ● Ask pupils to give you the sentences orally. Choose a few ■ Activity Book, page 56 pupils to repeat them. Exercise 7, Look and write ● Pupils write the sentences. Monitor as they are working, ■ Cassette, Pupil’s Book, Unit 14, Exercise 8 checking their work for accuracy and neatness. ■ Cassette, Activity Book, Unit 14, Exercise 6 ● Ask pupils to swap books and correct each other’s work. ■ Wall chart: In towns and cities They need to check the spelling against the words in the Revision Activity Book and on the board. Choose pupils to read the sentences aloud. ● Play the recording of the song to the pupils. Pupils sing along. Ask pupils to sing their verse. They then sing their Answers verses without the recording. 2. The post office is next to the market. ● Show pupils the wall chart: In towns and cities. Say, for 3. The baker’s is opposite the butcher’s. example, My favourite place is the b (say just the first letter of 4. The bookshop is behind the toy shop. the word). Pupils try to find the word you are thinking of by saying, for example, Is it the bookshop? You reply, Yes, it is./ Classroom Assessment No, it isn’t. until they get the correct word. With reference to the unit, pupils can: ● The pupil who gets it right can have a turn. Scoring criteria Excellent Good Fair express order of events using first, second ... ask for directions give directions using go, turn ... use polite expressions Excuse me, Thank you, Please, etc. use prepositions of place next to, opposite End the lesson Unit 14 ● Write the following on the board Excuse me, where’s the 127 butcher’s? I want to buy some meat. Ask a pupil to read it. ● Point to different shops on the wall chart: In towns and cities. Ask pupils to make similar sentences. ● Congratulate pupils on all their hard work in Unit 14.

Unit Eat a lot of fruit Lesson 1 ● Tell the pupils that, like fruit, which they have already encountered, tooth has an irregular plural, teeth. Although Outcomes To respond to questions before and after the pupils do not need to know this, it is common for listening such compound nouns to be formed using the singular To learn new words through direct rather than the plural form (so, toothbrush rather than instruction and assigned independent teethbrush; similarly, footstool rather than feetstool, and language exercises eyeglasses, handcream, etc.) To use flashcards to identify unfamiliar words when listening ● Ask What do you do with a toothbrush? Pupils reply I brush my To pronounce short, simple statements with teeth. When do you brush your teeth? Say I brush my teeth before correct intonation patterns I go to school. I brush my teeth before I go to bed. Ask pupils Do To recognise the components of compound I brush my teeth at school? Pupils reply No, you brush your teeth words to understand their meaning before you go to school. Ask Do I brush my teeth in bed? Pupils reply No, you brush your teeth before you go to bed. Structures Imperatives: Have breakfast every day. ● Ask pupils When do you brush your teeth? Don’t eat a lot of sweets or ice cream. Classroom Assessment Functions Giving instructions With reference to the presentation, pupils can: Talking about a healthy diet Asking and answering questions Scoring criteria Excellent Good Fair Vocabulary before, brush (v), do exercise (v), good (adj), pronounce new words healthy, teeth, toothbrush correctly Topic Being healthy use the imperative to Resources make positive and negative ■ Pupil’s Book, page 57 sentences Exercise 1, Listen and read Pupil’s Book, Page 57, Exercise 1 ■ Cassette, Pupil’s Book, Unit 15, Exercise 1 ■ Flashcard: toothbrush ● Say Open your Pupil’s Book at page 57. ■ Wall chart: At home ● Ask Who can you see in the pictures? (the teacher, Asma, Huda, Revision Mazen and Omar); Where are they? (They’re at school.); What do you think they are speaking about? (They are speaking about being ● Say I want some medicine. Pupils say Go to the chemist’s. healthy.) Presentation ● Say Listen and read the story. Are the children healthy? ● Teach the word do exercise using mime or a simple drawing ● Ask pupils to listen to the recording and point to the words on the board. Pupils repeat after you. as they listen. Elicit the answer to your question (Yes, they are.) ● Ask Do you do exercise? What exercise do you do? Do you do a lot of exercise? ● Play the recording for the pupils again. Pause after each sentence for the pupils to repeat as a class. Play again and ● Write on the board: fruit, vegetables, sweets, ice cream. Point ask individuals to repeat. to each word and ask, for example, Is fruit healthy? Pupils answer Yes, it is. ● Ask pupils: Is exercise good for you? (Yes, it is.); Is breakfast good for you? (Yes, it is.); Are sweets good for you? (No, they aren’t.) ● Point to fruit again. Say Eat fruit. It’s healthy. Then point to sweets. Say Don’t eat a lot of sweets. They’re not healthy. Point to fruit and sweets again, and elicit sentences from the pupils. Do the same with vegetables and ice cream. ● Write the imperatives on the board. Pupils practise reading them. ● Show pupils the flashcard of the toothbrush. Teach the word. Pupils repeat after you. Unit 15 128

Unit Lesson 2 15 Eat a lot of fruit Outcomes To demonstrate recognition of short, simple words 1 Listen and read Have breakfast every To use prior knowledge to participate in day. It’s good for you. short, simple guided exchanges 1 Look at the board. Our project 2 To pronounce short, simple statements with today is about being healthy. correct intonation patterns To identify the meaning of short, simple Brush your teeth in the morning reading materials and before you go to bed. To respond to short, simple instructions and questions To use simple words in short sentences To use reading strategies to identify meaning in short, simple texts Structures Imperatives: Have breakfast every day. 3 Eat a lot of fruit 4 Do a lot of exercise. Don’t eat a lot of sweets or ice cream. and vegetables. It’s good for you. Functions Giving instructions Talking about a healthy diet Topic Asking and answering questions Resources Being healthy Don’t eat a lot of sweets or ice Well done, children. cream. They aren’t healthy. You are all very healthy! ■ Pupil’s Book, page 57 Exercise 1, Listen and read 57 ■ Activity Book, page 57 Tapescript Exercise 1, Listen, point and say ■ Activity Book, page 57 Exercise 2, Read and tick ✓ or cross ✗ ■ Cassette, Pupil’s Book, Unit 15, Exercise 1 ■ Cassette, Activity Book, Unit 15, Exercise 1 Miss: Look at the board. Our project today is about Revision being healthy. Asma: ● Ask pupils Do you have breakfast every day? What do you eat for Huda: Have breakfast every day. It’s good for you. breakfast? Ask other pupils Is that healthy? Pupils give their Brush your teeth in the morning and before you opinion. Omar: go to bed. Mazen: Pupil’s Book, Page 57, Exercise 1 Eat a lot of fruit and vegetables. Girl: Don’t eat a lot of sweets or ice cream. They ● Say Open your Pupil’s Book at page 57. Play the recording to Miss: aren’t healthy. the class again while they read. Stop the recording every now and then to ask pupils what the next word is. Do a lot of exercise. It’s good for you. Well done, children. You are all very healthy! ● Divide the class into groups of five (Asma, Mazen, the teacher, Huda and Omar). Pupils practise reading Further practice the story. Monitor as they are reading, checking their pronunciation. ● Ask pupils Do you do a lot of exercise? Do you eat a lot of sweets/ fruit/vegetables/ice cream? Are you healthy? ● Choose groups to read the story in front of the class. ● Show the pupils the wall chart: At home. Ask them to Activity Book, Page 57, Exercise 1 name and point to the picture of what they need to use to brush their teeth. ● Say Open your Activity Book at page 57. Look at Exercise 1. ● Play the first sentence and pause the recording. Ask pupils End the lesson to say which picture the sentence relates to. Ask another ● Ask What food is healthy? What food is not healthy? Elicit pupil to repeat the sentence. suggestions. ● Play the rest of the recording all the way through. Play it again, pausing after each sentence. ● Check the answers as a class by asking pupils to read the sentences aloud. Unit 15 129

Tapescript Revision 1 Brush your teeth every day. ● Ask What exercise do you do? What day do you do it? Say I want to 2 Eat a lot of fruit. be healthy. What do I do? Pupils answer with imperatives, for 3 Do a lot of exercise. example, Do exercise. Eat fruit. Have breakfast. 4 Don’t forget your breakfast! 5 Don’t eat a lot of sweets. ● Show the class the wall chart: In towns and cities. 6 Don’t eat a lot of ice cream. Ask Where can you do exercise? Point. Pupils point to the sports centre. Revise the word. Pupils repeat after you. Ask Answers Do we have a sports centre in our town? Do you go to it? Does your 1. d 2. a 3. e 4. f 5. b 6. c father go to it? etc. Activity Book, Page 57, Exercise 2 ● Write sports centre on the board. Practise reading it with the class. ● Say Now look at Exercise 2. ● Choose a pupil to read the example sentence aloud. Pupils Pupil’s Book, Page 58, Exercise 2 can say Yes or No. ● Say Open your Pupil’s Book at page 58, please. Point to each ● Pupils read the rest of the sentences aloud in pairs and tick picture and ask What’s this? Pupils find the words and reply. or cross. ● Direct the pupils to the 12 word halves and ask them to ● Check answers as a class. correctly match the two halves to form six compound nouns, for example, fruit juice. Answers ● Say Listen. Play the recording for number 1. Pupils point 2. ✓ 3. ✓ 4. ✓ 5. ✗ to the correct picture and word. They write 1 beside the picture. Play the rest of the recording all the way through. End the lesson Pupils write the numbers next to the pictures. Pupils check their answers with a partner. ● Mention different foods to the pupils, for example, fruit. Pupils say It’s healthy. You say sweets; they say They’re not ● Play the recording again, pausing after each number. Check healthy. the answers with the class, asking them to say the word. Lesson 3 Tapescript Outcomes To recognise the components of compound 1 Don’t eat a lot of ice cream. It isn’t healthy. words to understand their meaning 2 Do a lot of exercise. I like playing basketball. Structures To respond to short, simple questions 3 Don’t sit down and play a lot of computer games. It isn’t Functions before and after listening Topic To recognise short, simple words familiar good for you. and phrases 4 Use a toothbrush to brush your teeth in the morning and To develop strategies to identify simple spoken words and short sentences and their before you go to bed. meaning 5 Eat a lot of fruit and drink fruit juice. Fruit is healthy and To give short, simple commands and instructions delicious. To alphabetise a list of simple words 6 Go to the sports centre every week. You can play many Imperatives: sports there. Sit down. Help your teacher. Unit 15 Don’t shout in the classroom. 2 Match, listen and order Giving instructions Matching parts of compound nouns fruit cream Talking about rules Asking and answering questions ice game a b c basket juice d e Being healthy sports f brush computer centre shout help tooth ball write listen 3 Look and say look at sit Resources ■ Pupil’s Book, page 58 stand Exercise 2, Match, listen and order run [a/w 15.2a: a glass of fruit juice, a sports centre, eat ■ Pupil’s Book, page 58 boy playing basketball (throwing ball in basket), a drink Exercise 3, Look and say toothbrush, a computer game, an bowl of ice cream. play Have pics with tick box next to them] ■ Activity Book, page 58 Exercise 3, Match and order from a to z ■ Cassette, Pupil’s Book, Unit 15, Exercise 2 ■ Wall chart: In towns and cities Unit 15 Don’t shout in the classroom. 130 58

Answers Lesson 4 fruit juice, ice cream, basketball, sports centre, computer Outcomes To use reading strategies to identify game, toothbrush meaning in short, simple texts To use knowledge of punctuation to identify 1. c 2. d 3. e 4. f 5. a 6. b the meaning of what is being read To follow short, simple oral instructions Further practice related to work in class To write simple words and short sentences ● Say the words from the exercise. Pupils try to make a on familiar topics for specific purposes sentence with it as they heard on the recording. You can To recognise the components of compound play the recording to them again if you wish after they have words to understand their meaning given each sentence. To revise written work with the assistance of peers Pupil’s Book, Page 58, Exercise 3 Structures Imperatives: ● Say Now look at Exercise 3. Choose pupils to read the words. Functions Eat healthy food. ● Read the first sentence to the class and say shh to help Don’t eat a lot of sweets, cakes or ice cream. pupils understand shout. Choose a pupil to read the next Giving instructions sentence. Talking about a healthy diet ● Pupils work in pairs and make sentences with the other Matching parts of compound nouns words. Remind them that they are sentences about school. Matching sentences with pictures ● Monitor as they are working, helping where necessary. Asking and answering questions ● Ask pairs to give you sentences. Check as a class. Vocabulary meat, wash (v) Suggested answers Topic Resources Being healthy Write in English. Listen to the teacher. ■ Pupil’s Book, page 59 Look at the board. Exercise 4, Read and match Stand up. Don’t run at school. ■ Activity Book, page 58 Don’t eat in the classroom. Exercise 4, Look, write and say Don’t drink in the classroom. Don’t play in the classroom. ■ Wall chart: At home Activity Book, Page 58, Exercise 3 Revision ● Say Open your Activity Book. Turn to page 58. ● Say the first part of the compound nouns the pupils know ● Hold your book up and point to the line from basket to ball. and pupils say the second part, for example, you say sports, they say centre. Other compound nouns to practise include Say basketball. fruit juice, basketball, toothbrush, computer game, ice cream, ● Pupils match the other words in pairs and practise reading bookshop, pencil case, post office, shoe shop, tennis racquet, living room, etc. Ask the pupil to say the whole word each time the words. too. ● Check the answers as a class. ● Then ask a pupil to say the alphabet. Ask the rest of the Presentation class to listen and correct if necessary. ● Say I’m going to the butcher’s. I’m buying some meat. What can ● Pupils work in pairs to put the words in alphabetical order. I buy at the butcher’s? I can buy meat. Pupils repeat after you. ● Check answers as a class. Choose pupils to read the words Ask Do you like meat? Do you eat meat for breakfast? Do you eat meat for lunch? aloud in the correct order. ● Ask What do you do before you eat lunch? Pupils can mime the Answers action of washing their hands. Say I wash my hands. Pupils repeat after you. 2. computer game 3. fruit juice 4. ice cream 5. sports centre 6. toothbrush ● Write the words on the board. Practise reading them with the class. End the lesson ● Show pupils the wall chart: At home. Ask pupils to point ● Ask pupils questions about the alphabet, for example, out the picture illustrating wash. Which letter comes before C? (B) Classroom Assessment With reference to the presentation, pupils can: Scoring criteria Excellent Good Fair pronounce new words correctly Unit 15 131

Pupil’s Book, Page 59, Exercise 4 ● Choose a pupil to read the example sentence. Show the pupils that the words come from the different columns. ● Say Open your Pupil’s Book. Turn to page 59. Ask pupils to describe the pictures, using There is/are ... / I can see ... ● Pupils write the answers individually and check with a partner. The partner should check that the words have ● Ask the pupils to read the paragraph silently. They should been spelt correctly. Monitor and praise the children for ask you if they have a problem with any of the words neat writing. (What’s this word? What does this word mean?). ● Check the answers as a class. ● Pupils read the text in pairs, taking turns to read each part. They match the numbers with the pictures. Answers ● Choose pupils to read the paragraphs aloud, making 2. Don’t run in school. 3. Don’t forget your books. sure they pay attention to the full stops and commas. 4. Go to bed. Ask pupils to tell you which picture (or pictures) each paragraph matches. End the lesson Answers ● Give the pupils sentences from Exercise 4 in the Pupil’s 1. a 2. c 3. b 4. d, f 5. e book. They say if they are healthy or not, for example, Eat vegetables. (healthy); Go to bed at one o’clock in the morning. (not healthy). 4 Read and match Unit 15 Lesson 5 Being healthy b Outcomes To respond to simple instructions, questions d and guided exchanges 1 Eat healthy food. Fruit and a To participate in short, simple guided vegetables are good for you. f exchanges Meat and milk are healthy, too. c To use simple words in short sentences e To use short sentences to participate in 2 Don’t forget – wash your hands and simple exchanges based on learned models brush your teeth. To develop strategies to identify the meaning of simple spoken words and short sentences 3 Don’t eat a lot of sweets, cakes or ice cream. They aren’t healthy. Structures Imperatives: Brush your teeth in the morning. 4 Do a lot of exercise, too. Run, play Do a lot of exercise. tennis or ride your bike! Eat a lot of fruit. 5 What time do you go to bed? Go to bed early at eight o’clock. Sleeping is healthy, too! 5 Ask and answer 1. What do you have for breakfast? Functions Giving instructions 2. Do you eat a lot of sweets, cakes and ice cream? Talking about a healthy diet 3. Do you like fruit and vegetables? Describing a picture 4. Do you do a lot of exercise? Asking and answering questions 5. Do you brush your teeth before you go to bed? Completing a class survey 6. What time do you go to bed? Are you healthy? Topic Being healthy Resources ■ Pupil’s Book, page 59 Exercise 5, Ask and answer ■ Activity Book, page 59 59 Exercise 5, Listen and number ■ Cassette, Activity Book, Unit 15, Exercise 5 Further practice ● Play a game of ‘Ali says’. You give instructions which the Revision children follow. If you say, for example, Ali says ‘Stand up’., the children stand up. If you say just Stand up., the children ● Play Ali says again. This time, choose a pupil to come to do not do the action. They only do the actions preceded the front of the class to give the instructions. Write some by Ali says. If they get it wrong, they are out of the game. instructions on pieces of paper to help them. They can add The last pupil left is the winner. Instructions can include Ali says when they wish. phrases such as, sit down, stand on one leg, put your hand on your head, touch your desk, etc. Pupil’s Book, Page 59, Exercise 5 Activity Book, Page 58, Exercise 4 ● Say Open your Pupil’s Book at page 59. Look at Exercise 5. ● Choose pupils to ask the questions of other pupils ● Say Open your Activity Book at page 58. Look at Exercise 4. ● around the class. Encourage other pupils to help with any Ask pupils to give you sentences about the pictures, for corrections where necessary. Unit 15 example, I can see a teacher. She is in the classroom. She is standing next to the board. 132

● Pupils ask and answer in pairs. Monitor as they are Lesson 6 speaking, helping where necessary. Outcomes To pronounce sounds and words correctly ● Choose some pupils to ask and answer in front of the class. To pronounce short, simple questions and statements with correct intonation patterns Further practice To give short, simple mini-class presentations to the class on a familiar topic ● Pupils ask the questions again to different partners. This To correctly use and spell learned, short time they give opinions on the answers. Practise with the simple vocabulary class first, for example: Pupil A: What do you have for breakfast? Structures Imperatives: Pupil B: I have fruit juice, bread, cheese and fruit. Functions Drink milk and juice. Pupil A: That’s healthy. What time do you go to bed? Topic Do a lot of exercise. Pupil B: I go to bed at ten o’clock. Resources Don’t eat a lot of sweets and cakes. Pupil A: That’s not healthy. Go to bed at eight o’clock. ●. Talking about a healthy diet Activity Book, Page 59, Exercise 5 Talking about rules Asking and answering questions ● Say Turn to page 59 in your Activity Book. Look at Exercise 5. Completing a project ● Ask pupils to describe each picture. ● Play number 1 and pause the recording. Pupils tell you Being healthy which picture (b). ■ Pupil’s Book, page 60 ● Play the rest of the recording all the way through. Pupils try Exercise 6, Listen and say to write the numbers. Play it again for pupils to check their ■ Pupil’s Book, page 60 answers. Exercise 7, Ask and answer ● Go through the exercise with the class. Play the recording again, pausing after each sentence for pupils to tell you the ■ Pupil’s Book, page 60 answers. Exercise 8, Project. Make a poster about being healthy Tapescript ■ Activity Book, page 59 1 Brush your teeth in the morning and before you go to Exercise 6, Listen, spell and say bed. ■ Cassette, Pupil’s Book, Unit 15, Exercise 6 2 Have a healthy breakfast. ■ Cassette, Activity Book, Unit 15, Exercise 6 3 Do a lot of exercise. 4 Don’t eat a lot of cakes. Revision 5 Eat a lot of fruit. 6 Don’t forget. Help your mother and father. ● Ask pupils to work in pairs and ask the questions on page 59 of the Pupil’s Book about their partner’s mother Answers and father. 1. b 2. c 3. a 4. f 5. d 6. e ● Monitor as they are working, checking that they are asking and answering the questions accurately (What does your Further practice father have for breakfast? He has ...) ● Say a letter from the exercise, for example, d. Pupils give ● Choose a few pupils to ask and answer a question in front you the sentence (Eat a lot of fruit.) Ask the rest of the class of the class. to listen carefully and correct if necessary. Pupil’s Book, Page 60, Exercise 6 End the lesson ● Say Open your Pupil’s Books at page 60. Look at Exercise 6. Look ● Ask the pupils the questions in Exercise 5 of the Pupil’s at the pictures. Listen. Book about their father, for example, What does your father have for breakfast? ● Play the recording to the class. Pupils repeat each word after the recording. ● Ask pupils to ask their mothers and fathers the questions when they get home. They can report back the next day. ● Write the words on the board. Underline the same sounds /u…/. Then say the words for pupils to repeat after you. ● You might want to ask pupils to bring in magazine pictures of food and people playing sport as they are going to do a Tapescript project in the next lesson. /u…/ fruit, fruit /u…/ juice, juice Unit 15 133

Unit 15 Listen and say ● Pupils work in pairs or small groups. Give each group a large piece of paper and some smaller pieces for drawing 6 their pictures and writing the sentences. They need to work together to plan their poster and decide who is doing what fruit juice job. They can draw the pictures or choose them out of Is meat healthy? magazines. 7 Ask and answer ● When they have finished, choose groups to present their Yes, it is. posters to the rest of the class. Some groups can present their posters in the next lesson. Make a display of them in 8 Project. Make a poster about being healthy the classroom. Activity Book, Page 59, Exercise 6 ● Say Open your Activity Book at page 59. Look at Exercise 6. ● Tell pupils to listen. Play the sentence. Pupils repeat. ● Tell pupils to listen again and complete the words in the sentence. ● Pupils compare their spelling with a partner. ● Check answers as a class, asking the pupils to spell the words aloud. Tapescript 1 I like fruit. 2 Juice is good for me. Answers 1. fruit 60 2. Juice Pupil’s Book, Page 60, Exercise 7 End the lesson ● Ask pupils to tell you all the different foods they know. ● Ask the pupils Are you doing some exercise today? What are you Write the words on the board – ten words will be enough. doing? Praise the children who are doing some exercise. ● Say Now look at Exercise 7. ● Choose pupils to read the question and answer. ● Pupils work in pairs, asking and answering about the list on the board. If they finish quickly, they can practise with other words they know. Further practice ● Ask pupils to write the list on the board in their notebooks in alphabetical order. They should then tick the word if it is healthy and cross it if not. ● Choose a pupil to read the list out in order. Pupil’s Book, Page 60, Exercise 8 ● Refer to the Introduction on page 8 of the Teacher’s Book, and read the instructions under Project. ● Explain that the pupils are going to create a poster about healthy food. ● Ask pupils to look at Exercise 8 in their Pupil’s Book. Choose pupils to read the different sentences. Unit 15 134

Lesson 7 Activity Book, Page 60, Exercise 8 Outcomes To pronounce learned short English words ● Say Now look at Exercise 8. and sentences correctly ● Choose pupils to read the words in the box. Revise any To write simple words and short sentences on familiar topics for specific purposes pronunciation problems. To apply knowledge of simple spelling and ● Say fruit. Pupils say apples, grapes. Repeat with the other punctuation To demonstrate recognition of basic English headings. sounds and their combinations in simple ● Pupils write the words neatly and accurately. Check as they words and phrases To revise written work with the assistance of are writing. peers ● Their partners can check their accuracy. To print letters correctly and neatly ● Go over the answers as a class. Structures Imperatives: Answers Eat a lot of fruit and vegetables. Don’t eat a lot of sweets or ice cream. Fruit: apples, grapes Vegetables: aubergines, peppers Functions Talking about a healthy diet Meat: chicken, lamb Asking and answering questions Drinks: juice, milk Writing words in groups Food that is not healthy: ice cream, sweets Topic Being healthy Activity Book, Page 60, Exercise 9 Resources ■ Activity Book, page 60 ● Say Now look at Exercise 9. Exercise 7, Listen and write ● Tell pupils to read the questions and to answer them ■ Activity Book page 60 individually. Monitor as they are writing, checking their Exercise 8, Look and write handwriting. ● Choose pupils to read their answers aloud. ■ Activity Book, page 60 Exercise 9, Read and answer Classroom Assessment ■ Cassette, Activity Book, Unit 15, Exercise 7 With reference to the unit, pupils can: Revision Scoring criteria Excellent Good Fair ● Ask pupils who haven’t presented their projects to show give instructions about food them to the class. Praise the pupils for all their hard work. Have breakfast ..., Don’t eat ... Activity Book, Page 60, Exercise 7 talk about rules using Help ..., Don’t shout ... ● Say Open your Activity Book at Page 60. Look at Exercise 7. ● Choose a pupil to read the first sentence. Play the talk about a healthy diet recording and pause. Ask another pupil to say the End the lesson sentence. Ask the whole class to say it. ● Play the next sentence. Ask a few pupils to repeat it. ● Remind the pupils of the different things they have learned Pupils write the sentence. They check their sentence with a in this unit. Ask different pupils to tell you things that are partner. Play the recording again for pupils to check. good for you and those that are not. ● Repeat with the third sentence. ● Ask pupils to swap books. Choose pupils to come to the ● Congratulate pupils on all their hard work in Unit 15. board and write a sentence. The rest of the class say if it is correct or not. ● Pupils check their partner’s work and correct it if necessary. Tapescript 1 We play basketball at the sports centre. 2 I drink juice in the morning. 3 We eat ice cream in summer. Answers 2. I drink juice in the morning. 3. We eat ice cream in summer. Unit 15 135

Unit Review Lesson 1 ● Ask pupils to listen to the recording and point to the words as they listen. Elicit the answer about pictures. (She wants to Outcomes To respond to short, simple questions go to the post office.) before and after listening To use prior knowledge to participate in ● Play the recording for the pupils again. Pause after each short, simple guided exchanges sentence for the pupils to repeat as a class. Play again To recognise short, simple, familiar words and ask individuals to repeat. Make sure they are paying and phrases attention to the punctuation as they read the sentences. To use knowledge of punctuation to identify Practise with the whole class. the meaning of what is being read ● Ask pupils some questions: Where does Mum want to go? (She Structures Imperatives: wants to go to the market.); What does she want to buy? (She wants Have a good holiday. to buy some fruit and vegetables.); Why do you think the woman Don’t eat a lot of sweets and ice cream! wants to go to the post office? (She wants to buy some stamps.); The verb want plus infinitive: Where is the post office? (It’s opposite the butcher’s.); What I want to go to the market. does Mazen want? (He wants some fruit juice.); What is Asma’s Imperatives for giving directions: favourite month? (Her favourite month is June.); Why? (They start Go straight on. Turn left. their summer holiday.) Prepositions of place: It’s opposite the butcher’s. ● Pupils work in groups of six to act out the story (the teacher, Mum, Asma, Omar, Mazen, woman). Monitor as Functions Giving instructions they are reading, helping where necessary. Talking about a healthy diet Vocabulary Talking about shops and shopping ● Choose a couple of groups to act out the story in front of Topic Asking for and giving directions the class. Resources Asking and answering questions Expressing thanks Unit butcher’s, buy (v), excuse me, fruit, healthy, 16 Review months of the year, opposite, post office 1 Listen and read I want to go to the market, Revision 1 Goodbye children! Have a children. I want to buy ■ Pupil’s Book, page 61 good holiday. Don’t eat a lot 2 some fruit and vegetables. Exercise 1, Listen and read of sweets and ice cream! ■ Cassette, Pupil’s Book, Unit 16, Exercise 1 June is my Oh, good! They are ■ Wall chart: In towns and cities favourite month. very healthy. Revision We start our summer holiday! ● Ask pupils to say the months of the year. You start by saying January and then point to different pupils to Goodbye, Miss! 4 Would you like Yes, please, continue. some fruit juice? Mum! 3 Excuse me, where’s ● Show pupils the wall chart: In towns and cities. Say the the post office? names of the various shops in the town, and ask pupils to come to the front and point to each one in turn. Thank you. Go straight on. Turn left. It’s ● Ask questions about the shops, for example, Where can I opposite the buy bread? What can I buy in a butcher’s? Practise all the shop butcher’s. names. Point to them and ask pupils to ask the questions for others to answer. 2 Ask and answer How can we be healthy? ● Ask Is ice cream healthy? (No, it isn’t.); Are apples healthy? (Yes, they are.) Choose pupils to ask and answer the questions Eat a lot of fruit. Don’t 61 across the class. eat a lot of sweets. Pupil’s Book, Page 61, Exercise 1 ● Say Open your Pupil’s Book at page 61. ● Ask pupils to look at the pictures and ask Who can you see? Where are they? What fruit and vegetables can you see? ● Say Listen and read the story. Then tell me where the woman in picture 3 wants to go. Unit 16 136

Tapescript Lesson 2 Miss: Goodbye, children! Have a good holiday. Outcomes To participate in short, simple guided exchanges Don’t eat a lot of sweets and ice cream! To use reading strategies to identify meaning in short, simple texts Asma: June is my favourite month. We start our To pronounce short, simple questions and statements with correct intonation patterns summer holiday! To write simple words and short, simple sentences on familiar topics for specific Omar/Mazen: Goodbye Miss! purposes To use knowledge of punctuation to identify Mum: I want to go to the market, children. I want the meaning of what is being read Asma: to buy some fruit and vegetables. To apply knowledge of simple spelling and Oh, good! They are very healthy. punctuation To revise written work with the assistance of Woman: Excuse me, where’s the post office? peers Mum: Go straight on. Turn left. It’s opposite the butcher’s. Woman: Thank you. Mum: Would you like some fruit juice? Mazen: Yes, please, Mum! Further practice Structures Imperatives: Have a good holiday. ● Say some sentences from the story and ask Who says that?, Don’t eat a lot of sweets and ice cream! for example, They are very healthy. (Asma); Go straight on. The verb want plus infinitive: (Mum) I want to go to the market. Imperatives for giving directions: End the lesson Go straight on. Turn left. Prepositions of place: ● Ask Is June your favourite month? Do you like the summer holiday? It’s opposite the butcher’s. Why? Functions Giving instructions Talking about a healthy diet Vocabulary Talking about shops and shopping Topic Asking for and giving directions Resources Asking and answering questions Expressing thanks baker’s, bookshop, do exercise Revision ■ Pupil’s Book, page 61 Exercise 1, Listen and read ■ Pupil’s Book, page 61 Exercise 2, Ask and answer ■ Activity Book, page 61 Exercise 1, Listen, point and say ■ Activity Book, page 61 Exercise 2, Write and say ■ Cassette, Pupil’s Book, Unit 16, Exercise 1 ■ Cassette, Activity Book, Unit 16, Exercise 1 Revision ● Revise the vocabulary. Divide the class into two teams. Say Tell me some shops. Ask each group to tell you a shop. Continue until they can’t think of any more. Give them a point for each correct word. Take off a point if they repeat a word. Give the group that gives the last word two extra points. ● Play with other groups of words, too, for example, fruit, vegetables, food that is healthy, food that is not healthy. Unit 16 137

Pupil’s Book, Page 61, Exercise 1 Further practice ● Say Open your Pupil’s Book at page 61. Play the recording to ● Practise numbers 1, 3 and 4 with the class, asking them to the class again while they read. Stop the recording every give their own answers. now and then to ask pupils what the next word is. Activity Book, Page 61, Exercise 2 ● Give pupils some sentences to correct, for example, The teacher says ‘Eat a lot of ice cream.’ Mum wants to go to the post ● Say Now look at Exercise 2. office. She wants to buy some meat. The post office is opposite the ● Choose a pupil to read the example sentence. Go over the baker’s. Mazen wants some fruit. July is Asma’s favourite month. exercise orally with the class. ● Choose a couple more groups to act out the story in front ● Pupils write the sentences. Monitor as they are writing, of the class. checking for accuracy and neatness. Pupil’s Book, Page 61, Exercise 2 ● Ask pupils to swap books. Check the answers as a class ● Say Look at Exercise 2 in your Pupil’s Book. by asking pupils to read the sentences aloud. Pupils check their partners have written capital letters and full stops. ● Ask two pupils to read the question and answer. They show their partner any mistakes and the pupils correct them. ● Ask pupils to work in pairs, giving further advice. Monitor as they are speaking, helping where necessary. Answers ● Choose some pupils to give further answers to the 2. Do a lot of exercise. question. 3. Don’t eat a lot of sweets and ice cream. Activity Book, Page 61, Exercise 1 ● Say Open your Activity Book at page 61. Look at Exercise 1. End the lesson ● Choose a pupil to read the example question and answer. ● Ask Would you like some fruit juice? Pupils reply Yes, please. It’s healthy./No, thank you. Practise with other food. ● Pupils work in pairs to complete the exercise. They practise asking and answering the questions. ● Ask pupils to ask the question of other pupils. ● Check the answers as a class by asking pupils to read the Lesson 3 sentences aloud. Tapescript 1 Would you like some salad? Outcomes To respond to simple guided exchanges Mum: Yes, please! It’s very healthy. To respond to short, simple questions Dad: before and after listening 2 Excuse me, where’s the baker’s? To recognise simple familiar words and Woman: Go straight on, then turn right. It’s opposite the phrases Woman: bookshop. To write simple words and short sentences on familiar topics for specific purposes 3 How can we be healthy? To write a list of actions Girl: Don’t eat a lot of sweets. Do a lot of exercise. Teacher: Structures The verb want plus infinitive: 4 Let’s go to the market. I want to buy some perfume for my mum. Dad: Yes. I want to buy some flowers. Mum: Functions Giving instructions 5 Goodbye, Miss. Talking about shops and shopping Children: Goodbye, children. Have a good holiday. Asking and answering questions Teacher: Matching information with pictures while listening Answers Ordering actions 2. d 3. a 4. e 5. b Vocabulary flower (n), perfume (n), scarf Topic Revision Resources ■ Pupil’s Book, page 62 Exercise 3, Listen, match and say ■ Pupil’s Book, page 62 Exercise 4, Listen and order ■ Activity Book, page 62 Exercise 3, Look and write ■ Cassette, Pupil’s Book, Unit 16, Exercise 3 ■ Cassette, Pupil’s Book, Unit 16, Exercise 4 Unit 16 138

Revision Answers 2. b 3. c 4. a ● Say In the morning, first, I get up. Then, I wash. Next, I have my breakfast and brush my teeth. Finally, I go to school. Tell me about Further practice your morning. Choose a few pupils to tell you about their morning. ● Ask pupils questions, for example, What does Maha want to buy? (She wants to buy a cake for her mum.) ● Pupils tell partners about what they do. Monitor as they are working. Pupil’s Book, Page 62, Exercise 4 Pupil’s Book, Page 62, Exercise 3 ● Say Now look at Exercise 4. ● Say Open your Pupil’s Book at page 62, please. ● Play the introduction and number 1. Ask pupils to tell you ● Hold up your book and point to the children. Ask pupils to which picture it matches (a). say their names. ● Play the rest of the recording. Pupils order the pictures. ● Say Listen. Point to the example sentence. Pupils read it as ● Check the answers with the class. Play the recording again you play the recording. Choose pupils to read it aloud. and pause after each one. ● Play the rest of the recording; pupils match the people and ● Pupils retell the instructions using first, then, next, finally. things. ● Check the answers as a class. Ask pupils to tell you about Tapescript Good morning, children! Today, Let’s do some exercise. each picture. Play the recording again to help them. Point Miss: out the irregular plural scarves if necessary. First, sit down and put your hands on your 1 head. Unit 16 Listen, match and say Miss: Now, stand up. 3 a 2 Miss: Next, put your hands behind you. 1 3 Miss: Finally, stand on one leg. Don’t stand on two Eman 4 legs! Good! 2 Miss: b c Answers 2. d 3. b 4. c Jamal 3 Activity Book, Page 62, Exercise 3 d ● Say Open your Activity Book at page 62. Look at Exercise 3. Maha ● Point to each picture and ask What is it?/What are they? 4 ● Choose a pupil to read the first sentence. Jaber Eman wants to buy some perfume for her mother on Mother’s Day. ● Pupils complete the rest of the exercise. They can work in pairs. They should check each other’s writing when they 4 Listen and order d have finished and practise reading the sentences aloud. abc ● Check the answers as a class. 62 Answers 2. Tareq wants to buy a book for his sister. 3. Mum wants to buy some perfume for her sister. 4. Raed wants to buy some cakes for his grandma. 5. Eman wants to buy a present for her brother. 6. Issa wants to buy a scarf for his aunt. Tapescript Further practice 1 ● Give the pupils a name, for example, Tareq. They ask What Eman: It’s Mother’s Day on the 21st of March. I want to does Tareq want to buy? Another pupil answers the question. buy some perfume for my mum. End the lesson 2 Jamal: I want to buy a scarf for my mum. She likes scarves. ● Say It’s your grandma’s birthday. What do you want to buy her? 3 Pupils can practise with other members of the family. Maha: I want to buy a cake for my mum. We buy cakes Unit 16 from the baker’s. 4 139 Jaber: I want to buy some flowers for my mum. She likes flowers very much.

Lesson 4 Activity Book, Page 62, Exercise 4 Outcomes To use prior knowledge to participate in ● Say Open your Activity Book at page 62. Look at Exercise 4. short, simple guided exchanges ● Ask two pupils to read the example question and answer. To use simple words in short sentences ● In pairs, pupils complete the rest of the exercise. They take To follow short, simple oral instructions related to work in class turns to ask and answer the questions. To use reading strategies to identify ● Check the answers as a class. meaning in short, simple reading texts Answers Structures Imperatives: 2. a 3. d 4. c 5. e Start. Asking for directions: Where is the post office? Unit 16 Functions Asking and answering questions 5 Ask and answer Topic Revision Resources ■ Pupil’s Book, page 63 When What time What’s What do Exercise 5, Ask and answer is do you your you have have ■ Activity Book, page 62 Teacher’s English? favourite on Exercise 4, Read and match Day? day? Sunday? ■ Dice and counters What does What’s the What’s What Do you your father weather your would like lamb like in you like and rice? do? Canada? favourite to eat? season? Revision Where is What foods What is What is What is there the post are not your there in in Wadi ● Pupils work in small groups. Ask them to look back at office? healthy? Mujib? Units 13–15 and to write five questions to ask other pupils. teacher your Monitor as they are writing, checking their accuracy. Which doing? town? months ● Pupils sit with another group and ask their questions. are in What is When is What must Which Monitor as they are working, noting any errors. Go over winter? there in Mother’s you do foods are any problems with the whole class. healthy? What is your your Day? at home? Pupil’s Book, Page 63, Exercise 5 favourite bedroom? meal? What is What must What does What’s the your you do your weather friend at school? mother do? like today? doing? Where is What Which What is the would months there in you like Amman? baker’s? to eat? are in summer? ● Say Open your Pupil’s Book. Turn to page 63. When is It’s in October. 63 Teacher’s Day? ● Explain that the pupils are going to play a game. They can play in pairs or groups of four. If you have dice, give them End the lesson out. If not, pupils write 1–6 on small pieces of paper and fold them up. One pupil holds them in his/her hands each ● Give pupils groups of words and ask them to put them into time and lets another pupil choose one. Whichever number alphabetical order, for example, chemist’s, butcher’s, toy shop, that pupil gets, he/she moves that number of places, shoe shop. following the arrows. ● You could do the same with other words, for example, ● Pupils answer the questions. The rest of the group decide if lentils, meat, meal, juice, lamb, aubergine, rice, etc. it is correct or not. If they are unsure, they should ask you. ● Monitor as they are working, helping where necessary. ● The pupil to get to the end of the board first is the winner. Unit 16 140

Lesson 5 ● Pupils read the paragraphs silently. They must match each paragraph to the correct map and route. Then, they answer Outcomes To recognise short, simple familiar words the question in the final sentence of each paragraph. and phrases To use reading strategies to identify ● Ask them to check their answers in pairs and to read the meaning in short, simple texts paragraphs aloud. They should ask for help if they have To use knowledge of punctuation to identify difficulty with any pronunciation. the meaning of what is being read To orally describe pictures and places ● Choose pupils to read the paragraphs. Check the answers. To write simple words and short sentences on familiar topics for specific purposes Answers To apply knowledge of simple spelling and punctuation 1. the bookshop, b To use an apostrophe s to show simple 2. the baker’s, a possession To give short, simple commands and Unit 16 a instructions 6 Read and match Structures Adverbs to express order First/Then/Next/ 1 You are at the school. Finally: First, go straight on. Turn Functions First, go straight on. left. Don·t turn right! You Vocabulary Then, turn right. can see the market and Topic Next, turn left. the post office. Then, Resources Finally, turn left. turn right. You can see Imperatives: the chemist·s and the Don’t turn right! butcher·s. Finally, turn Imperatives for giving directions: right. What can you see? b Go straight on. Turn left. 2 You are at the school. First, turn right. Don·t Giving instructions turn left! You can see Asking for and giving directions the shoe shop and the Asking and answering questions bookshop. Next, turn left. Following a map You can see the toy shop. Finally, turn left. What chemist’s, shoe shop, toy shop can you see? Revision 7 Sing ■ Pupil’s Book, page 64 Turn left, turn right! Exercise 6, Read and match And play this game. Don’t look up. ■ Activity Book, page 63 Don’t look down. Exercise 5, Listen, point and write Now say your name! ■ Cassette, Activity Book, Unit 16, Exercise 5 Sit down, stand up! ■ Flashcards: baker’s, bookshop, butcher’s, And touch your head. Brush your teeth. chemist’s, post office, shoe shop, toy shop Wash your hands and go to bed! 64 Revision Further practice ● Show the pupils the flashcards. Pupils tell you what each ● Pupils use the maps to give each other instructions. They one is. state where they are starting from. The pupil who is listening must listen and say where they are at the end of ● Put the flashcards on the board. Pupils ask other pupils, the instructions. for example, Excuse me. Where’s the bookshop? Activity Book, Page 63, Exercise 5 ● Pupils answer according to your plan on the board, using imperatives. Encourage them to use first, then, etc. ● Say Open your Acitvity Book at page 63. Look at Exercise 5. ● Play the first sentence. Pause the recording. Pupils point to ● Ask pupils, for example, Why are you going to the chemist’s? (I want to buy some medicine/a toothbrush.) Try to revise as much the correct picture and repeat the sentence. of the vocabulary as you can. ● Play the rest of the recording, pausing after each one for Pupil’s Book, Page 64, Exercise 6 the pupils to point at the correct picture. Check each time. ● Play the recording again, pausing after each sentence for ● Say Open your Pupil’s Book at page 64. Look at Exercise 6. ● Ask pupils what they can see in the pictures. pupils to write the sentences. Play again so that pupils can finish the sentences. ● Pupils swap books and check the answers. ● Ask pupils to say each sentence. You can write them on the board, so pupils can check each other’s answers. Unit 16 141

Tapescript Tapescript 1 The museum is on the hill. Turn left, turn right! 2 Huda’s house is next to her school. And play this game. 3 We have Maths on Monday. Don’t look up. 4 Ali is playing tennis. Don’t look down. Now say your name! Answers (c) (d) Sit down, stand up! 1. The museum is on the hill. (a) And touch your head. 2. Huda’s house is next to her school. (b) Brush your teeth. 3. We have Maths on Monday. Wash your hands 4. Ali is playing tennis. and go to bed! Further practice End the lesson ● Ask pupils to find the words that rhyme and read the song aloud (game – name; head – bed). ● Ask about a place near the school that the pupils can give directions to. Alternatively, ask about places in the school. Activity Book, Page 63, Exercise 6 Lesson 6 ● Say Open your Activity Book at page 63. Look at Exercise 6. Ask a pupil to read the first sentence. Write it on the board Outcomes To show enjoyment of simple rhymes and without the capital letters. songs in English To identify the meaning of short, simple ● Ask a pupil to come to the board and write capital letters rhymes in the correct places. Remind them when we use capital To use capital letters for names and when letters. starting a sentence Give short, simple commands and ● Pupils rewrite the sentences in the rest of the exercise. instructions ● Pupils check each other’s work. Choose pupils to read the Structures Imperatives: sentences aloud and say where the capital letters are. Sit down, stand up! Imperatives for giving directions: Answers Turn left, turn right! 2. Wolves and eagles live in the mountains. Functions Giving instructions 3. Aisha brushes her teeth in the morning and before she Singing a song goes to bed. Vocabulary before, wash (v), teeth 4. Kareem wants to buy a present for Omar. 5. The cat is looking at Ziad. Topic Revision Resources Further practice ■ Pupil’s Book, page 64 Exercise 7, Sing ● Give a copy of Extra practice worksheet 7: Asking questions for each pupil. The pupils write the answers to the ■ Activity Book, page 63 questions in the second column. Exercise 6, Write with capital letters ● Each pupil then asks two other pupils the questions and ■ Cassette, Pupil’s book, Unit 16, Exercise 7 writes their answers in the third and fourth columns of the ■ Extra practice worksheet 7: Asking worksheet. questions ● Pupils report back on the answers given by their friends to the rest of the class. Ask them if they want to do the same Revision things, and elicit sentences such as, Omar and I want to see leopards at Wadi Mujib. ● Play Ali says with the class (see Unit 15, Lesson 4 in this Teacher’s Book). End the lesson Pupil’s Book, Page 64, Exercise 7 ● Ask pupils questions with before, for example, What do you do before you go to bed?/before you come to school?/ before you eat lunch?/before you go home? ● Say Open your Pupil’s Book at page 64. Look at Exercise 7. ● Say Listen. Follow the words. Play the song all the way through ● to the pupils. ● Play the first verse again and ask pupils to join in. Repeat with the other verse. ● Divide the class into two groups. Ask each group to Unit 16 practise singing one of the verses. 142 Play the recording again, and ask each group to sing their verses. As they sing, the other group listens and does the actions.

Lesson 7 Activity Book, Page 64, Exercise 7 Outcomes To respond to simple words in short, ● Say Open your Activity Book at Page 64. Look at Exercise 7. simple instructions, questions and guided ● Ask pupils to say what they can see in each picture. exchanges ● Play the recording for number 1 and pause. Pupils give you To orally describe pictures, places and people in short, simple sentences the correct answer (bookshop). To give short, simple commands and ● Play the recording all the way through. Pupils decide on instructions To use simple words in short sentences their answers. They compare them with that of a partner. To identify the meaning of short, simple ● Play the recording again, pausing after each dialogue. rhymes and songs To use short sentences to participate in Check the answers with the class. simple exchanges based on learned models To use knowledge of punctuation to identify Tapescript the meaning of what is being read To print short, simple sentences correctly 1 The shoe shop is next to the bookshop. and legibly 2 The chemist’s is next to the butcher’s. 3 The bookshop is behind the toy shop. 4 The market is next to the post office. Structures Imperatives: Answers Brush your teeth. Functions Don’t look down. 1. bookshop 2. butcher’s 3. toy shop 4. post office Imperatives for giving directions: Topic Turn left, turn right! Further practice Resources Giving and following instructions ● Ask pupils questions about the pictures, for example, Matching information with pictures while Where is the bookshop? What is near the post office?, etc. listening Singing a song Activity Book, Page 64, Exercise 8 Revision ● Say Now look at Exercise 8. ● Play the recording to the class. Pupils write the missing ■ Activity Book, page 64 Exercise 7, Listen, write and say sentences. Pause the recording, giving them time to write the sentence. ■ Activity Book, page 64 Exercise 8, Listen, complete and do Tapescript Turn left, turn right! ■ Cassette, Pupil’s Book, Unit 16, Exercise 7 And play this game. ■ Cassette, Activity Book, Unit 16, Exercise 7 Don’t look up. ■ Cassette, Activity Book, Unit 16, Exercise 8 Don’t look down. Now say your name! Revision Sit down, stand up! And touch your head. ● Write the sentences of the song on ten separate pieces of Brush your teeth. paper. Ask ten pupils to come to the front, and give them Wash your hands each a piece of paper. Without looking at the book, the rest of the class put the song in the correct order. Pupils and go to bed! sing the song. Answers ● Revise the sounds practised in Units 13–15. Write the following words on the board in any order: March, card, boy, Now say your name! toy, fruit, juice. Ask the class to say them. and go to bed! ● Choose pupils to come to the board and draw lines joining End the lesson the same sounds. The rest of the class say if they are correct. The pupil then says the two words. ● Ask pupils Which is your favourite unit – 13, 14 or 15? Which is your favourite story? ● Say the sounds, for example, /A…/ and ask pupils to say the words. ● Ask pupils Which is your favourite song in the book? Put pupils with the same answers in a group together. They sing their favourite song to the rest of the class. ● Congratulate pupils on all their hard work in the book. Unit 16 143

Wordlist a lot of (U:10, U:15 & U:16) fruit (U:14, U:15 & U:16) put (v) (U:10 & U:16) airport (U:3 & U:9) garden (U:7 & U:8) rainy (U:5 & U:8) April (U:13) goat (U:11 & U:12) ready (U:1, U:2 & U:8) Arabic (U:2) good (U:15 & U:16) restaurant (U:3, U:4, U:6, U:9, aubergine (U:6, U:8 & U:15) good night (U:1) U:12 & U:14) August (U:13) guide (U:10, U:11 & U:12) rice (U:6, U:7, U:8 & U:16) autumn (U:5 & U:8) healthy (U:6, U:15 & U:16) ring (v) (U:7 & U:8) baker’s (U:14 & U:16) hear (v) (U:11) river (U:11 & U:12) balloon (U:1, U:4 & U:13) hill (U:9 & U:12) Roman (U:9 & U:12) basketball (U:7, U:8 & U:15) holiday (U:8, U:13 & U:16) rubbish (U:10) before (U:15 & U:16) hospital (U:3, U:4 & U:9) safe (U:11) bin (U:1, U:4 & U:10) hotel (U:9 & U:12) scarf (U:13 & U:16) book (U:1, U:4, U:7, U:8, U:10, ice-skating (U:5 & U:8) Science (U:2 & U:4) U:14, U:15 & U:16) important (U:13) season (U:5, U:8 & U:16) bookshop (U:14 & U:16) Islamic Education (U:2 & U:4) September (U:13) brush (v) (U:15 & U:16) January (U:13 & U:16) set the table (v) (U:7 & U:8) building (U:9 & U:12) July (U:13 & U:16) shoe shop (U:14 & U:16) butcher’s (U:14 & U:16) June (U:13 & U:16) shout (v) (U:10, U:12 & U:15) buy (U:13, U:14 & U:16) lamb (U:6, U:7, U:8, U:14, U:15 & sky (U:11) Canada (U:5, U:8 & U:16) U:16) sleep (v) (U:10, U:11, U:12 & card (U:13) leave (U:2) U:15) cat (U:11, U:12 & U:16) lentil(s) (U:6 & U:8) snowman (U:5 & U:8) chef (U:3 & U:4) leopard (U:11 & U:12) snowy (U:5 & U:8) chemist’s (U:14 & U:16) lesson (U:2, U:4 & U:10) speak (v) (U:10) city (U:9 & U:12) March (U:13 & U:16) sports centre (U:9 & U:15) coffee (U:6 & U:8) market (U:9, U:12, U:13, U:14 & spring (U:5 & U:8) cold (U:5, U:8 & U:11) U:16) stamp (U:14) cook (v) (U:7 & U:8) Maths (U:2, U:3 & U:4) start (U:2, U:13 & U:16) cooker (U:1 & U:4) May (U:13) summer (U:5 & U:8) country (U:3, U:4 & U:5) meal (U:6, U:7, U:8 & U:16) take (v)(U:7, U:8, U:10, U:11, U:12 December (U:13) meat (U:14, U:15 & U:16) & U:13) delicious (U:6, U:8 & U:13) medicine (U:14) teacher (U:3, U:4, U:10, U:11, do exercise (v) (U:15 & U:16) menu (U:6 & U:8) U:12, U:13 & U:16) do homework (v) (U:10) mountain (U:10, U:11 & U:12) teeth (U:15, U:16) doctor (U:3 & U:4) museum (U:9, U:12 & U:16) theatre (U:9 & U:12) drink (v) (U:10, U:11, U:12 & near (U:9 & U:12) timetable (U:2 & U:4) U:15) new (U:2, U:4, U:9 & U:10) tomorrow (U:1, U:4 & U:7) drive (v) (U:3) newspaper (U:7) toothbrush (U:15) eagle (U:11, U:12 & U:16) next to (U:1, U:4, U:9, U:14 & town (U:9 & U:16) eat (v) (U:11, U:12, U:15 & U:16) U:16) toy (U:14 & U:16) English (U:2, U:4, U:10 & U:16) November (U:13) toy shop (U:14 & U:16) excuse me (U:14 & U:16) nurse (U:3 & U:4) train station (U:9 & U:12) favourite (U:2, U:4, U:5, U:7, U:8, October (U:13 & U:16) travel (v) (U:3, U:4, U:5 & U:10) U:12 & U:16) opposite (U:14 & U:16) vegetable(s) (U:6, U:8, U:14, U:15 February (U:2, U:4, U:5, U:6, U:7, owl (U:11 & U:12) & U:16) U:8, U:12 & U:16) perfume (U:13 & U:16) wardrobe (U:1 & U:4) finish (U:2) phone (U:7 & U:8) wash (v) (U:15 & U:16) flag (U:13) photo (U:1, U:2, U:4, U:7, U:8, weather (U:5, U:8 & U:16) flower (U:13 & U:16) U:10, U:11 & U:12) windy (U:5 & U:8) fly (v) (U:3, U:4, U:7, U:11 & U:12) pilot (U:3 & U:4) winter (U:5 & U:8) forget (v) (U:10, U:13 & U:15) plane (U:3, U:4, U:7 & U:9) wolf (U:11 & U:12) fridge (U:1) plant (v) (U:13) work (v) (U:3, U:4 & U:16) frog (U:11 & U:12) post office (U:14 & U:16) write an email (v) (U:7 & U:8) 144

Teaching strategies There are a variety of teaching strategies that instructors can Pre use to improve pupils’ learning. The list below shows you ● Ask pupils to look at page 14 and Exercise 5. Pupils read some ways to make your classes more engaging. the example dialogue. Activity-Based Learning ● After each frame, ask pupils to guess what job Huda’s Activity-based learning offers activities that guide pupils to mother might have. understand new concepts through engaging them in real to-do tasks. This leads to better retention of the acquired During knowledge and at the same time it leaves a positive impact ● Ask pupils to consider the jobs that their parents do. You on the pupil’s attitude towards learning. For example, in the Pupil’s Book in Unit 2, page 10, Exercise 4, Ask and answer, can write some example questions on the board from the the teacher gets pupils involved in asking and answering unit. questions about their timetables for the weekend. ● Pupils ask and answer the questions in order to find out Pre what job their partner’s mother or father has. ● Ask pupils to look at Exercise 4 on page 10 and to read the Post example dialogue. ● Ask several pupils to perform their dialogues to the class. During Group work ● Ask pupils to consider what other activities could be in the Group work offers pupils the chance to work according to dialogue. their own uniqueness, individual characteristics, styles and ● Ask pupils to ask and answer the question in pairs. likings. Moreover, they’ll get immediate feedback on their ● Then ask pupils to ask the same question about other days. performances from other members of the group. There are various ways to implement group work. Your role as an EFL Post teacher is to manage this type of activity. You could allocate ● Ask pupils to say their dialogues to the class. pupils in equal-sized groups or you could ask them to volunteer to be members of a group. Suggest a name to each Experiential Learning/Games/Experiments/ group using concepts which pupils easily associate with their experiences such as a colour, a number or a toy. Pupils will Simulations enjoy having a name which gives them a sense of belonging. Group work can take different forms such as pair work, Experiential learning aims at involving pupils in classroom cooperative and collaborative learning. For example, in the tasks. Thus, the learning process is that of self-construction Pupil’s Book on page 37 in Unit 9, Exercise 8, Project. Make a and not passive-reception of input. Your role as an EFL teacher poster about your town or city, pupils work in small groups to is that of a facilitator in the learning process and a provider of complete the task. related tasks. An example in the Pupil’s Book is Exercise 8 on page 26 of Unit 6, Project. A menu. Pre ● Explain that the pupils are going to create a poster about Pre ● Ask pupils to look at Exercise 8 on page 26. What is on the their own town or city. Alternatively, they can choose a town they would like to live in. menu? Elicit the items on the menu. ● Pupils work in pairs or small groups. Give each group a ● Explain to pupils that they will be writing and designing large piece of paper. They have to make a map of their town/city and place different buildings on it. They write the their own menu and then working in pairs to ask for items names of the buildings on the poster, too. on the menu as in the example on page 26. During During ● As they are sticking the pictures of the buildings on the ● Pupils work in pairs or small groups. Give each group a poster, they can be making sentences about it, for example, large piece of paper. They have to decorate it to make it an In our town, there is a hospital. attractive menu. They have to bring in pictures of food or ● Ask pupils to also think about what isn’t in their town, for draw pictures. They have to write the names of the food example, an airport or train station. items as well. If they wish, they can also write some prices on their menu. Post ● They practise asking and answering questions as in the ● Pupils present their work to the class. Pupil’s Book in their pairs or groups. Monitor the pupils as they are working and speaking. Pair work is a type of group work where two pupils are put together to work on a task. This encourages pupils to Post participate more enthusiastically in discussions. Pupils feel less ● Pupils present their menus to the rest of the class. threatened to get engaged than if they have to face a larger group, or the teacher and other classmates in a Games, experiments and simulations are specific tasks to teacher-fronted class. An example of pair work is a page 20: implement Activity-based learning. They provide hands-on Exercise 3, Ask and answer in Unit 5. experiences that engage pupils. Pupils enjoy doing the tasks and realise that learning can be fun. The role of the EFL Pre teacher is to ensure that pupils have the appropriate material to complete the task. An example is in the Pupil’s Book in ● Say Now look at Exercise 3. What is it a map of? (Jordan) Unit 3, page 14, Exercise 5, Ask and answer where pupils try to guess the job that their partner’s mother or father does. ● Choose pupils to read the conversation. ● Ask pupils to point to Amman. Say the names of other place, and ask pupils to point to them. Ask Where do we live? Pupils reply. 145

Teaching strategies ● Give pupils sentences. They say yes or no. It’s snowy/cold in Planning routines Irbid. (No) It’s windy/rainy (Yes) One kind of Graphic Organiser strategy is planning routines. ● Choose two other pupils to read the conversation, Pupils are encouraged to plan their own routines by using a replacing Amman with another town. monthly planner. Pre During ● Prepare a monthly planner for each pupil. The A4 paper ● Pupils work in pairs to talk about each town. Monitor as should have the following table plus a list of the words in they are talking. boxes that the pupils can copy. Post Name: ______________ MONTHLY PLANNER ● Choose pupils to have their conversations in front of the January class. February Cooperative and Collaborative Learning March Cooperative and collaborative learning takes place in a group or during pair work. Every pupil has a role that he/she April can play according to their ability and preference: a guide or spokesman. You can change the grouping system in every task May or every now and then so that pupils have different roles with different members of a group. June Critical Thinking July Critical thinking is a very complex concept to define; it August involves construction of meaning through the application of various levels of thinking such as connecting, inferring, September analysing, judging, etc. Your role as an EFL teacher is to guide the pupils to ask questions and find answers to solve October problems. An example is in the Pupil’s Book in Unit 8, page 32, Exercise 3, Look and say. November Pre December ● Say Open your Pupil’s Book at page 32, please. ● Hold up your book and point to the children. Say This is ● List of words: plant a tree, buy a present, buy a card, start school, finish school, fly a flag, fly a balloon Alia and Rakan. Are they at school? (No, they aren’t. They are at home.) Are During the children in the kitchen? (No, they aren’t. They are in their ● Give out one monthly planner for every pupil. bedroom.) Are their mother and father in their bedroom? (No, they ● Read the words aloud and ask the pupils to repeat after aren’t. They are in the kitchen.) ● Choose a pupil to read the two sentences about the picture. each word. Make sure the reader pays attention to the commas, for ● Explain to pupils that they copy the correct phrases under example, after In 1 and pauses slightly. the column for the corresponding month. During Post ● Pupils work in pairs to say sentences about the pictures. ● Pupils share with the class what they plan to do. ● Pupils affix their monthly planner on the wall. One pupil talks about picture 1 and the other about picture 2. Monitor as they are speaking, helping where necessary. Post ● Check answers as a class. 146

Assessment strategies This section describes and analyses assessment strategies and presents samples that show how they might be used in the classroom. There are various ways to group such strategies; different techniques serve different purposes. Performance Based Performance-based assessment is the process of using pupils’ activities, rather than tests or surveys, to assess skills and knowledge. Use portfolios as a method of reporting such assessment. A portfolio can be a folder that allows the teacher to store pupil’s performance work, such as oral recounts and selected work of the pupil (Projects, etc). The following is a table that can be used to keep a record of a pupil’s activity: Pupil’s Name: ___________________ Date: ___________________ Activity & outline of Purpose & Expected outcomes Achieved outcomes Is working towards Is yet to master to be achieved outcomes the skills you are the topic objectives of the developing activity When you ask pupils to act or roleplay for the class, the performances could be videotaped. Review a sample of the performances against a set of criteria. The following could be used to assess pupils’ singing and presentation skills, for example: Singing Skills Song: _____________________________________ Pupil being evaluated: _______________________ Skills checklist (20 points possible) _____ energy and projection (3) _____ singing in unison (4) _____ expression (4) _____ tonal quality (3) _____ correct rhythm (3) _____ posture (3) _____ total points for singer(s) (20) Comments: Anecdotal record Anecdotal records are accurate descriptions of tasks performed by individuals or groups of pupils in the classroom. They are written in narrative form and cover a limited time span. Good classroom management is a prerequisite for anecdotal record. All the pupils need to be engaged in a task so that you can focus your attention on the individual pupil or group of pupils you intend to observe. You should set a goal and guidelines for your observation and then write down what happens objectively. Anecdotal observations can reveal both the process and the progress of pupils’ learning. The following are two checklists. The first records anecdotal notes for listening and speaking, while the second records pupils’ attitudes and social behavior. The checklists can be adapted for the observation of groups of students and for whatever frequency you feel necessary. 147

Assessment strategies Listening and speaking Code: M = Most of the time S = Sometimes N = Not yet 1st 2nd 3rd 4th Name Dates Understands what the teacher says and what they hear in the audio material Asks the teacher to repeat utterances they cannot understand Speaks appropriately to the addressee Speaks confidently before the class Communicates clearly Attitudes and social behaviour Code: M = Most of the time S = Sometimes 1st 2nd 3rd 4th N = Not yet Dates Name Is willing to be challenged Is involved during class sessions Expresses enjoyment as a result of hard work and achievement Cooperates with others, i.e. provides help to others when needed Contributes to group work, i.e. is productive Displays sensitivity towards others Respects others Learns from watching others Communication Collecting Data Month 2 Month 3 Data sheet: Pupils may have difficulty getting their point across clearly. You can use various ways to assess your pupils, such as interviews Month 1 and evaluating classroom discussions. Interviews involve observing and questioning pupils to get Now, you can assess the pupils using the following: a better idea of their attitudes, thinking processes, level of Problem Solving Checklist: understanding, ability to make connections or ability to communicate or apply concepts. Criteria Pupil 1 Pupil 2 The following is an example of a performance task interview 1. Order the months which could be used in Unit 13, for example. 2. Say what we do in several of these months Performance Task Interview 3. Fill in the Data Sheet Materials: Twelve pieces of paper with the months of the year 4. Collaborate with others written a them Instructions: Display the months in a random order on your desk or the board in front of the whole class. Ask for a pair of pupils to volunteer to come to the front. Guide the pupils to answer the questions in the box below. Interview Questions Comments 1. Order the months 2. Say what we do in several of these months 3. Fill in the Data Sheet with a correct sentence for three months 148

Assessment strategies Reflection Before the unit, K-W-L charts enable you to gain an awareness Reflecting on experiences and practices is not just about of pupils’ backgrounds, prior knowledge and interests. learning from mistakes, but also about being self-aware. The Afterwards, they help you to keep of a record of what has now Reflective Feedback task which concludes the Performance been learned. Task above provides a good example of this. It helps pupils to make reasoned judgements about their performance Sample K-W-L Chart and development. Reflection and self-assessment skills are demonstrated by the active and creative seeking of knowledge K W L for problem solving. Graphic organisers are an important tool to help pupils Times on the hour Times quarter to reflect. They are maps that involve pupils in thinking skills and half past the and quarter past such as sequencing or comparing and classifying, to create hour each hour representations of concepts and processes. These mental maps depict complex relationships and can make abstract Before a unit of study, ask pupils to fill in the K and W ideas more visible and concrete. Examples of graphic columns by asking them what they know about the topic organisers are: Webbing, What We Know/Want to Know/ and what they would like to know by the end of the unit. For Learned (K-W-L) Chart, and Self- and Peer-Assessment. example, in the K-W-L chart above, pupils already know times on the hour (K) having met them in Action Pack 2 (New Edition); Reflective Feedback they will learn times quarter to and quarter past each hour Ask each pupil to circle one of the faces for each question to (W) in Unit 2 of this level. This helps to keep pupils focused find out how they felt about the activity. You may use Arabic during the unit and gives them a sense of accomplishment to give instructions. when they fill in the L column following the unit. How did you feel about this activity? Self- and Peer-Assessment 1. I understand what I have to do. Ask pupils to reflect on, make a judgement about and then 2. I find it easy. report on their own or a peer’s behaviour and performance. Use the responses to evaluate both performance and attitude. 3. I don’t need help to do it. Typical assessment tools could include sentence completion, Likert scales or checklists. 4. I want to do it again. Likert Scaling is a method in which a concept is measured 5. I have enough time to do it. according to a set of items that can be rated on a 1 to 3 response scale. The following is an example of a Webbing peer-evaluation sheet for use in a situation in which pupils Webbing is one way of making a visual representation of a introduce themselves to the class. lexical set. The pupils can create these in their exercise books or you can ask them to make some to put on the classroom Peer-Evaluation of an Oral Presentation walls. You can then revise lexical sets whenever you have a few spare minutes. 3=Excellent 2=Good 1=Fair goat eagle Spoke appropriately animals Used complete sentences cat fox Spoke clearly and Assessment Comments: confidently Understanding of the main lexical set: Good ___ Fair ___ Poor ___ Maintained eye contact Ability to provide examples: Good ___ Fair ___ Poor ___ Maintained acceptable Accuracy in writing examples: posture Good ___ Fair ___ Poor ___ Used gestures correctly Answered questions from other pupils Total (of 21) K-W-L Charts (what we Know, what we Want to know, what 149 we Learned)

Assessment strategies You can also guide your pupils to assess their own You can use the following grid to assess pupils’ performance: performance: listen to the teacher ✓ Teamwork Score Sheet shout ✗ run ✗ NAME: YES NO speak in English in English classes ✓ Circle Yes or No YES NO sit down in class ✓ YES NO put rubbish in the bin ✓ I helped my partner. have your exercise book ✓ I watched my partner closely. do your homework ✓ I did my best to gesture clearly. forget your homework ✗ Cause–Effect relationship 8–9 correct answers: Excellent (4) 5–7 correct answers: Good (3) One of the objectives at this level is that children learn 3–4 correct answers: Fair (2) relationships between concepts. Cause–Effect is a form of 1–2 correct answers: Poor (1) assessment that reveals the learner’s understanding that there are consequences for feelings and/or actions. In the following task, pupils demonstrate their knowledge of the effect of their diet and whether this makes them healthy or unhealthy. Clock Graphic Organiser healthy unhealthy Clock Graphic Organisers are used as one form of assessment that involves a clock-like cycle. Clock diagrams are used to show how events are related to one another in a time-oriented cycle. The following task asks pupils to match the clocks with the times that they have certain school subjects on a particular day. Pupils connect the pictures of the healthy foods with the English Science Social Education Maths happy face and the pictures of the unhealthy foods with the sad face. Now you can assess the pupils’ performance using the Use the following criteria to assess the pupils’ achievement: following scoring criteria: 4: Excellent 3: Good Six correct items: Excellent (4) 2: Fair Four to five correct items: Good (3) 1: Poor Two to three correct items: Fair (2) None to one correct item: Poor (1) Compare–Contrast Concepts in Systems Compare–Contrast is a form of assessment that is used to show whether pupils have mastered the skill of depicting similarities Assessment is organised around the major themes that the and differences. Comparing two things means telling how pupils have leaned. Concepts in Systems is a form of assessment they are alike. Contrasting things means telling how they are that shows pupils’ ability to make connections between different. The key frame questions are: What are being compared? concepts and how these fit into larger systems. This reflects How are they similar? How are they different? In the following task, whether pupils have acquired a certain level of higher order pupils compare two pictures of a child’s bedroom: thinking skills. The following task shows the pupil’s mastery level of rules and behaviour. Use the following criteria to assess the pupils’ achievement: 4: Excellent Tick what you must do at school. Mark a cross next to what 3: Good you mustn’t do. 2: Fair 1: Poor [ ] listen to the teacher [ ] shout [ ] run [ ] speak in English in English classes [ ] sit down in class [ ] put rubbish in the bin [ ] have your exercise book [ ] do your homework [ ] forget your homework 150